Parents' daily involvement in children's math homework and activities during early elementary school

被引：21

作者：

Wu, Jiawen ^{[1
]}

Barger, Michael M. ^{[2
]}

Oh, Dajung ^{[1
]}

Pomerantz, Eva M. ^{[1
]}

机构：

[1] Univ Illinois, Dept Psychol, Champaign, IL 61820 USA

[2] Univ Georgia, Dept Educ Psychol, Athens, GA 30602 USA

来源：

CHILD DEVELOPMENT | 2022年

基金：

美国国家科学基金会;

关键词：

UNITED-STATES; DEVELOPMENTAL DYNAMICS; PSYCHOLOGICAL CONTROL; LEARNING ACTIVITIES; EARLY NUMERACY; ACHIEVEMENT; PERFORMANCE; SKILLS; SELF; PREDICTORS;

D O I：

10.1111/cdev.13774

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This research examined parents' involvement in children's math homework and activities. During 2017 to 2019, American parents (N = 483; 80% mothers; 67% white) of young elementary school children (M-age = 7.47 years; 50% girls) reported on their math helping self-efficacy; they also reported on their involvement in children's math homework and activities daily for 12 days. At this time and a year later, children's math motivation and achievement were assessed. Parents' involvement in homework (vs. activities) was more affectively negative (d = .34), particularly among parents low in self-efficacy (d = .23). The more affectively negative parents' involvement, particularly in homework, the poorer children's later math motivation and achievement (beta s = -.09 to .20).

引用

页码：1347 / 1364

页数：18

共 65 条

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