Perceived parental involvement in homework and Secondary School Students' Academic Achievement

The main purpose of the present paper is to check whether there are relationships between the different levels of academic achievement and perceived parental involvement in homework, as well as to know whether these relationships vary as they advance to upper grade levels. The sample consists of 730 Secondary School Students (ranging from 12 to 16 years of age). The results indicate that students with high performance are associated with higher perceptions students' regarding parental expectations of their capabilities and the level of satisfaction of their parents in their academic results. In relation to grade level, there is a decrease in their perceptions of: (a) parental accompaniment to perform the homework, (b) control and parental support, (c) parental interest in their academic progress and (d) the level of satisfaction of their parents for their academic results.