Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism–individualism

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL British Journal of Educational Psychology Pub Date : 2024-05-15 DOI:10.1111/bjep.12692

Yiheng Wang, Liman Man Wai Li

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Abstract

Background

Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes.

Aims

The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism–individualism.

Methods

The present study used a large-scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism–individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science.

Results

The multi-level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies.

Conclusions

The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism–individualism when evaluating the role of parents in elementary school students' learning in math and science.

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父母参与家庭作业与小学生学习成绩之间的关系：社会集体主义-个人主义的调节作用。

背景：家长经常参与孩子的家庭作业，目的是提高孩子的学习成绩。目的：本研究通过考虑社会集体主义-个人主义的程度，探讨了在不同的社会文化背景下，家长参与家庭作业对学生科学和数学成绩的影响是否存在差异，以及如何产生差异：本研究使用了一个由来自 43 个国家/地区的参与者组成的大规模数据集，以检验社会集体主义-个人主义是否会调节家长在家庭作业中的三种参与方式（询问、帮助和检查）与小学生数学和科学学习成绩之间的关系：多层次分析表明，父母参与家庭作业的不同行为会产生不同的影响。一般来说，帮助和检查行为与小学生的学业成绩呈负相关，但询问行为与小学生的学业成绩呈正相关。重要的是，在集体主义社会中，询问行为的积极作用更强，而在个人主义社会中，帮助行为的消极作用较弱：本研究强调，在评估家长在小学生数学和科学学习中的作用时，必须考虑家长参与家庭作业的多面性以及集体主义-个人主义不同的社会文化背景。

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来源期刊

British Journal of Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

7.70

自引率

2.70%

发文量

期刊介绍： The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education