Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
Department of Educational Psychology, University of Georgia, Athens, Georgia, USA.
Child Dev. 2022 Sep;93(5):1347-1364. doi: 10.1111/cdev.13774. Epub 2022 Apr 18.
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 = 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 (βs = -.09 to .20).
本研究考察了家长在孩子数学家庭作业和活动中的参与度。在 2017 年至 2019 年期间，美国小学低年级儿童的家长（N=483；80%为母亲；67%为白人）报告了他们的数学辅导自我效能感；他们还报告了他们在 12 天内每天参与孩子的数学家庭作业和活动的情况。此时和一年后，评估了孩子们的数学动机和成就。与参与活动相比，家长在家庭作业方面的参与度（vs. 活动）更具情感上的消极性（d=0.34），尤其是在自我效能感较低的家长中（d=0.23）。家长参与度越具情感上的消极性，尤其是在家庭作业方面，孩子后期的数学动机和成就越差（βs=-.09 至.20）。
