Parent Practices Facilitating Psychological Needs During Reform-Based Mathematics Homework: The Role of Parents’ Competence Beliefs

• In Event: Roundtable Session 45
  In Roundtable Session: Mathematics and Motivation

Abstract

Prior research using Self-determination Theory has examined parental involvement practices in laboratories or during traditional homework. The purpose of this study is to characterize parent practices that support children’s basic needs during reform-oriented homework tasks. This context has autonomy affordances (e.g., authentic tasks, child-initiated solution strategies), but challenges parents who rely on rehearsal strategies (Hoover-Dempsey, Bassler, & Burrow, 1995) and struggle with Everyday Mathematics tasks (Remillard & Jackson, 2006). Twenty transcribed parent interviews were coded for autonomy, competence, and relatedness needs support or inhibition. Findings indicated that parents’ low competence beliefs for mathematics and the reform-oriented curriculum influenced their provision of supportive and inhibitive basic needs’ practices. Implications for curriculum and professional development design will be discussed.

Authors

• Hanin Rashid, Rutgers University

• Toni Kempler Rogat, Rutgers University - New Brunswick/Piscataway