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Parents' conceptions of their homework involvement in elementary school
Jennifer Cunha1, Pedro Rosário, Lúcia Macedo
1Universidade do Minho.
Psicothema
|May 1, 2015
Summary
Parents view their homework involvement positively by fostering autonomy, control, and encouragement. Improving parental homework involvement requires better parent-teacher collaboration and training.
Area of Science:
- Educational Psychology
- Family Studies
- Child Development
Background:
- Homework is a universal educational practice linked to academic achievement.
- Parental involvement in homework can yield both positive and negative outcomes.
- Parental behaviors significantly influence the effects of homework involvement.
Purpose of the Study:
- To explore 4th-grade parents' conceptions of their involvement in children's homework.
- To map the diverse ways parents perceive their role in homework completion.
- To understand the nuances of parental homework involvement from a phenomenographic standpoint.
Main Methods:
- Phenomenographic research perspective was adopted.
- 32 semi-structured interviews were conducted with parents of 4th graders.
- Interview data were analyzed to identify conceptions of homework involvement.
Main Results:
- Parents perceive their homework involvement positively.
- Key parental roles include fostering child autonomy.
- Parents also focus on controlling learning and providing emotional support during difficulties.
Conclusions:
- Parents consider their homework involvement crucial for academic success.
- Enhanced parent-teacher collaboration is recommended.
- Parent-training workshops can improve the quality of parental homework involvement.
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