Núñez José C, Epstein Joyce L, Suárez Natalia, Rosário Pedro, Vallejo Guillermo, Valle Antonio
Department of Psychology, University of OviedoOviedo, Spain.
Center on School, Family and Community Partnerships, Johns Hopkins University, BaltimoreMD, United States.
Front Psychol. 2017 Jul 27;8:1217. doi: 10.3389/fpsyg.2017.01217. eCollection 2017.
This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.
本研究调查了学生先前的学业成绩如何与他们的家庭作业行为（即花在家庭作业上的时间、家庭作业时间管理和家庭作业量）以及他们对父母参与家庭作业的看法（即父母的控制和父母的支持）相关。共有1250名7至10年级的中学生参与了这项研究。对数据拟合了结构方程模型，进行了比较，并选择了一个部分中介模型。结果表明，学生先前的学业成绩与学生的两个家庭作业变量均显著相关，成绩与家庭作业行为之间存在直接和间接的结果，这些结果与父母对家庭作业的控制和支持行为有关。特别是成绩较差的学生，在中学阶段感受到父母对家庭作业的控制更多。这些结果与先前研究的结果一起，表明了中学生的成绩与其对父母参与家庭作业的看法之间存在递归关系，这代表了学生学习和家庭参与随时间推移的过程。讨论了研究的局限性和教育意义。
