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首页> 外文期刊>Frontiers in Psychology >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：前一种和父母作业参与的成果：家庭学校伙伴关系如何影响父母的家庭作业参与和学生结果？

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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，父母作业参与可能并不总是促进学生所需的学校结果。此类研究还得出结论，父母的父母作业涉及的质量，而不是数量。最重要的是，之前的研究表明，强大的家庭学校伙伴关系（FSP）可能有助于提高父母的参与。但是，几乎没有研究FSP如何与作业参与相关。本研究的目的是审查有效的家庭学校通信（EFSC）之间的联系 - 作为FSP的一个方面 - 以及父母作业的质量参与德国语境。为此目的，我们开发了efsc的新措施。采取自决理论的父母需求的看法，父母作业参与的质量分为父母支持行为的两个维度：自主支持和能力支持。我们分析了参加在线调查的学校学生（52％）的309名父母（82％母亲）的数据。结构方程模型揭示了efsc与父母作业参与的质量之间的积极关系，这反过来与学校表现和福祉有关。此外，我们发现父母的家庭作业参与的质量介导EFSC的关系，实现了成就和福祉。我们的研究结果强调了EFSC作为关键性能因素的作用，有助于提高父母的家庭作业参与的质量，从而促进学生成就和福祉。

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