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首页> 外文期刊>Journal of international management >Parental Involvement in Mexican Elementary Students' Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement
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Parental Involvement in Mexican Elementary Students' Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

机译：父母参与墨西哥初级学生的家庭作业：其与学术自我效能，自治学习和学术成就的关系

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摘要

This study analyzed the relationship between the types of parental involvement in homework, psychological resources, and academic achievement in Mexican elementary students. In total, 823 children participated, 51% were female, and 49% males. The age of participants ranged from 9 to 12 years old (M = 11.12, SD = 0.63). Structural equations were calculated. The first model indicated parental autonomy support had a direct positive relation with academic self-efficacy and self-regulated learning: it also had an indirect positive effect on academic achievement. On the other hand, parental control was directly and indirectly negatively related to academic self-efficacy, self-regulated learning, and academic achievement. The second model showed that children psychological resources and academic achievement influenced types of parental involvement in homework. A multi-group analysis indicated that gender did not moderate the proposed relations in the model. Overall findings suggest a reciprocal relationship between parental involvement in homework and children academic functioning.
机译：本研究分析了父母参与家庭作业，心理资源和学术成就之间的关系。总共有823名儿童参加，51％是女性和49％的男性。参与者的年龄范围为9至12岁（M = 11.12，SD = 0.63）。计算结构方程。第一款模特表明，父母自治支持与学术自我效能和自我监管学习有直接的积极关系：它也对学术成果进行了间接积极影响。另一方面，亲本控制与学术自我效能，自治学习和学术成就直接和间接相关。第二种模式表明，儿童心理资源和学术成就影响了家庭作业的父母参与。多组分析表明，性别没有中等模型中的建议关系。整体调查结果表明父母参与家庭作业和儿童学术功能之间的互惠关系。

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