The Need to Distinguish between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help with Homework

Autor/inn/en	Moroni, Sandra; Dumont, Hanna; Trautwein, Ulrich; Niggli, Alois; Baeriswyl, Franz
Titel	The Need to Distinguish between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help with Homework
Quelle	In: Journal of Educational Research, 108 (2015) 5, S.417-431 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.901283
Schlagwörter	Parent Role; Homework; Helping Relationship; Questionnaires; Grade 6; Parent Participation; Correlation; Academic Achievement; Attitude Measures; Effect Size; Prior Learning; Family Characteristics; Longitudinal Studies; Foreign Countries; Achievement Tests; Statistical Analysis; Time; Switzerland + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Hausaufgabe; Helfende Beziehung; Fragebogen; School year 06; 6. Schuljahr; Schuljahr 06; Elternmitwirkung; Korrelation; Schulleistung; Vorkenntnisse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Zeit; Schweiz
Abstract	Parental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental homework involvement, the research shows that completely different conclusions about the effectiveness of parental homework involvement will be reached if its quantity is assessed instead of its quality: How often parents helped with homework was negatively associated with the development of achievement, whereas homework help that was perceived as supportive had positive predictive effects, and homework help perceived as intrusive had negative effects. Moreover, the results show that effect sizes would be overestimated if students' prior achievement and family background were not controlled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01