Perceived quality of parental homework assistance and students' academic functioning in secondary school - Does grade level play a role?

被引：2

作者：

Benckwitz, Lisa ^{[1
]}

Kohl, Katharina ^{[1
]}

Suarez, Natalia ^{[2
]}

Nunez, Jose Carlos ^{[2
]}

Guill, Karin ^{[1
]}

机构：

[1] IPN Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany

[2] Univ Oviedo, Fac Psychol, Plaza Feijoo, Oviedo 33009, Spain

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2024年 / 110卷

关键词：

Parental homework assistance; Self-determination theory; Stage -environment fit; Homework behavior; Developmental needs; Secondary school; STAGE-ENVIRONMENT FIT; MIDDLE SCHOOL; SELF-ESTEEM; INVOLVEMENT; ADOLESCENCE; ACHIEVEMENT; FAMILY; TRAJECTORIES; COMPETENCE; VARIABLES;

D O I：

10.1016/j.lindif.2024.102422

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

High-quality (i.e., needs-oriented) parental homework assistance is positively associated with students' outcomes. However, taking developmental theories into account, the quality and the effects of homework assistance may change over the course of secondary school. Thus, we investigated grade-related differences in the quality of homework assistance and tested whether its links with students' outcomes were moderated by students' grade level. We used structural equation modeling on the basis of data from 1782 secondary school students in Grades 5 to 9. We found grade-related differences in the quality of homework assistance, which contributed to differences in students' homework behavior and achievement across grades. However, we did not find that the links between the quality of homework assistance and students' outcomes differed substantially between students from different grades. On the basis of our findings, it can be recommended to maintain high-quality homework assistance in the early and middle stages of secondary school.

引用

页数：10

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