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首页> 美国卫生研究院文献>Frontiers in Public Health >Antecedents and Outcomes of Parental Homework Involvement: How Do Family-School Partnerships Affect Parental Homework Involvement and Student Outcomes?
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Antecedents and Outcomes of Parental Homework Involvement: How Do Family-School Partnerships Affect Parental Homework Involvement and Student Outcomes?

机译：父母参与家庭作业的前因和结果：家庭与学校的伙伴关系如何影响父母参与家庭作业和学生的结果？

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摘要

Recent studies have demonstrated that parental homework involvement may not always foster students’ desired school outcomes. Such studies have also concluded that the quality of parental homework involvement matters, rather than the quantity. Most importantly, previous studies have shown that strong family-school partnerships (FSPs) may help to improve parental involvement. However, there is little research on how FSP is related to homework involvement. The aim of the present study is to examine the link between an effective family-school communication (EFSC) – as one aspect of FSP – and the quality of parental homework involvement in the German context. For this purpose, we developed a new measure of EFSC. Taking a self-determination theory perspective on parental need support, the quality of parental homework involvement was differentiated into two dimensions of parental supportive behavior: autonomy support and competence support. We analyzed the data of 309 parents (82% mothers) of school students (52% girls) who participated in an online survey. The structural equation model revealed a positive relation between EFSC and the quality of parental homework involvement, which in turn was positively associated with school performance and well-being. Moreover, we found that the quality of parental homework involvement mediated the relations of EFSC with achievement and well-being. The results of our study highlight the role of EFSC as a key performance factor that helps to improve the quality of parental homework involvement, thereby promoting student achievement and well-being.
机译：最近的研究表明，父母的家庭作业可能并不总是能促进学生理想的学业成绩。此类研究还得出结论，父母参与家庭作业的质量至关重要，而不是数量。最重要的是，以前的研究表明，强大的家庭与学校之间的伙伴关系（FSP）可能有助于改善父母的参与程度。但是，关于FSP与家庭作业的相关性的研究很少。本研究的目的是检验有效的家庭与学校沟通（EFSC）（作为FSP的一个方面）与德国语境中父母家庭作业参与质量之间的联系。为此，我们开发了EFSC的新措施。从对父母需要支持的自决理论角度出发，将父母家庭作业参与的质量分为父母支持行为的两个维度：自治支持和能力支持。我们分析了参加在线调查的309名父母（82％的母亲）在校学生（52％的女孩）的数据。结构方程模型揭示了EFSC与父母家庭作业参与质量之间的正相关关系，而后者又与学校的表现和幸福感呈正相关。此外，我们发现父母家庭作业参与的质量介导了EFSC与成就和幸福感的关系。我们的研究结果突出了EFSC作为关键绩效因子的作用，该因子有助于提高父母家庭作业的参与质量，从而促进学生的成就和幸福感。

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