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首页> 外文期刊>Frontiers in Psychology >How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?
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How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?

机译：学生先前的成就和家庭作业行为与父母对家庭作业的感知如何相关？

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This study investigated how students’ prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students’ prior academic performance was significantly associated with both of the students’ homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students’ achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.
机译：这项研究调查了学生先前的成就如何与他们的家庭作业行为（即，在家庭作业上花费的时间，家庭作业的时间管理和家庭作业的数量）以及他们对父母参与家庭作业（例如，父母的控制和父母的支持）的看法有关。 。共有1250名7至10年级的中学生参加了研究。将结构方程模型拟合到数据中，进行比较，然后选择部分中介模型。结果表明，学生先前的学业成绩与学生的两个家庭作业变量显着相关，直接和间接的结果将成就和家庭作业行为与父母对家庭作业的控制和支持行为联系起来。尤其是那些成绩欠佳的学生，在中学阶段对父母的家庭作业有更多的控制。这些结果以及先前的研究结果表明，中学生的成就与他们对父母参与家庭作业的看法之间存在递归关系，这代表了学生学习和家庭参与的过程。讨论了研究限制和教育意义。

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