Urban Parents' Education Level, Theory of Intelligence, and Self-Efficacy in Helping Their Middle School Children With Homework

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-1 - Poster Session: Social Context of Research in Schools and Communities

Abstract

This study investigated relationships between urban parents’ education level, theory of intelligence, and self-efficacy in helping their middle school children with homework. It also examined reasons urban parents reported for not feeling confident in helping their children with homework and their willingness to participate in parent support classes. Thirty-three urban parents completed a survey. A marginal correlation between the parents’ education level and self-efficacy in helping their children with homework was found. No significant correlation between the parents’ endorsement of the incremental theory of intelligence and their self-efficacy in helping their children with homework was found. The parents' reasons for not feeling confident in helping their children with homework and their willingness to participate in parent support classes were discussed.

Authors

• Joanne Brooks, Marygrove College

• Li-hsuan Yang, Marygrove College