6
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      The Forgotten Voices in Homework: Views of Students

      Educational Psychologist
      Informa UK Limited

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references10

          • Record: found
          • Abstract: found
          • Article: not found

          Parents' influence on children's achievement-related perceptions.

          Two aspects of the relation between parents' perceptions of their children and children's self- and task perceptions in math and English were investigated: (a) the mediating role of parents' perceptions between grades and adolescents' self-perceptions and (b) the gendered nature of parents' perceptions. Data for this study are part of a longitudinal investigation (the Michigan Study of Adolescent Life Transitions). Data from 914 sixth-grade adolescents and their parents are used in this article. Results showed that parents' perceptions mediate the relation between children's grades and children's self- and task perceptions in both domains. Parents' perceptions had a stronger influence on children's perceptions than children's own grades. Significant but low correlations between gender and self- and task perceptions were found in both math and English.
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Parental Involvement in Homework

              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process.

              Nye, Cooper, Lindsay (2000)
              Parents (n = 709) were surveyed about involvement in their child's homework. A factor analysis revealed three dimensions of homework involvement similar to those found in more general studies of parenting style. These dimensions are autonomy support, direct involvement, and elimination of distractions. A fourth dimension, parental interference, differentiated itself from autonomy support for students in higher grades. Two-thirds of parents reported some negative or inappropriate form of involvement. Parenting style for homework was then related to student and family characteristics and student schooling outcomes. Results indicated parents with students in higher grade levels reported giving students more homework autonomy and less involvement of all other types. Parents in poorer families reported less support for autonomy and more interference. Parents reported less elimination of distractions when an adult was not at home after school and, for elementary school students, when there were more than one child living in the home. Elementary school parents of males reported more direct involvement in homework, while high school parents of females reported more direct involvement. More parental support for autonomy was associated with higher standardized test scores, higher class grades, and more homework completed. More positive parent involvement was associated with lower test scores and lower class grades, especially for elementary school students. Student attitudes toward homework were unrelated to parenting style for homework. Stage-environment fit theory and conceptions of families as varying in resources to support children are used to explain the findings and draw implications for parent behavior and educational practice. Copyright 2000 Academic Press. ___
                Bookmark

                Author and article information

                Journal
                Educational Psychologist
                Educational Psychologist
                Informa UK Limited
                0046-1520
                1532-6985
                September 2001
                September 2001
                : 36
                : 3
                : 155-165
                Article
                10.1207/S15326985EP3603_2
                563d4352-a3cf-4389-9722-bff6d1e2c2b1
                © 2001
                History

                Comments

                Comment on this article