Parents' daily involvement in children's math homework and activities during early elementary school. Issue 5 (18th April 2022)

• Record Type: Journal Article
• Authors: Wu, Jiawen; Barger, Michael M.; Oh, Dajung (Diana); Pomerantz, Eva M.
• Is Part Of: Child development. Volume 93:Issue 5(2022)
• Page Start: 1347
• Page End: 1364
• Publication Date: 2022-04-18
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.13774
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract: This research examined parents' involvement in children's math homework and activities. During 2017 to 2019, American parents ( N = 483; 80% mothers; 67% white) of young elementary school children ( M age = 7.47 years; 50% girls) reported on their math helping self‐efficacy; they also reported on their involvement in children's math homework and activities daily for 12 days. At this time and a year later, children's math motivation and achievement were assessed. Parents' involvement in homework (vs. activities) was more affectively negative ( d = .34), particularly among parents low in self‐efficacy ( d = .23). The more affectively negative parents' involvement, particularly in homework, the poorer children's later math motivation and achievement ( β s = −.09 to .20).