The Quality of Parental Homework Support: Reciprocal Associations With Students' Academic Functioning

• In Event: AERA Poster Session 3
  In Poster Session: Examining Motivation and Cognition in Context (San Diego)

Abstract

Many parents involve in the homework process of their child with the aim of improving the student’s academic functioning. However, previous research has shown that the association between homework support and academic functioning depends on the quality of the support and that, vice versa, the quality of homework support is predicted by students’ academic functioning (Dumont et al., 2014). Because previous research focussed on secondary schooling and the reading domain, the present study aimed to extend these findings to other age groups and domains. For this purpose, we calculated cross-lagged models based on longitudinal data from 332 German fourth graders. In line with previous research, we found reciprocal associations between the quality of parental homework support and students’ academic functioning.

Authors

• Lisa Charlotte Benckwitz, Leibniz Institute for Science and Mathematics Education

• Karin Guill, Leibniz Institute for Science and Mathematics Education

• Janina Roloff, IPN – Leibniz Institute for Science and Mathematics Education, Kiel