Session Information
14 SES 05, Homework: A Home-School Partnership?
Paper Session
Contribution
In their recent review on parents’ role in children’s academic development, Pomerantz, Moorman, and Litwack (2007) concluded that “It is not clear if children’s skill development is improved as a consequence of parents’ autonomy support versus control, given that this issue has not received empirical attention” (p.384). Previous research has also shown that besides teachers, parents may also play a role in their children’s learning to count (Blevins-Knabe, & Musun-Miller, 1996; Huntsinger, Jose, Larson, & Krieg, 2000; LeFevre, Clarke, & Stringer, 2002). Other studies have shown that parents’ involvement does not contribute to the development of children’s math skills (Cooper, Lindsay, & Nye, 2000; Silinskas, Leppänen, Aunola, Parrila, & Nurmi, 2010). Some other studies provided evidence that children’s skill level is a powerful predictor of parents’ engagement (Silinskas et al., 2010). Therefore, the main aim of the present study was to fill the gap in the literature by investigating what is the relationship between mothers’ involvement with homework (i.e., intrusive control and autonomy granting) and children’s math skills? (a) Do children’s math skills predict the amount of intrusive control and autonomy granting, and/or (b) Does intrusive control and autonomy granting predict subsequent development of children’s math skills.
The second aim of our study was to examine in what way mothers’ worries about their children’s motivation in learning would relate (a) to mothers’ autonomy granting and (b) to mothers’ intrusive control. Previous research has shown that parents’ worries are associated with heightened intrusive control (Pomerantz & Eaton, 2001). Based on this idea, we expected that maternal worries trigger different kind of behavior in the context of homework: The more the mothers worry, the more they engage in intrusive support in their children’s homework. Similarly, the more mothers worry about their children’s motivation in learning, the less autonomy mothers provide for their children.
Method
Expected Outcomes
References
Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5, 35-45. Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464-487. Huntsinger, C. S., Jose, P. E., Larson, S. L., & Krieg, D. B. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92, 745-760. LeFevre, J.-A., Clarke. T., & Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking Canadian cildren. Early Child Development and Care, 172, 283-300. Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174-186. Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373-410. Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of math and mathematics in kindergarten and Grade 1. Learning and Instruction. 20, 61-71.
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