Parents and Homework
|Above copied from Quartz India|
But even with homework, it is only logical to assume that there is a range in the quality of parental involvement. Dumont and coworkers in a study published in the Journal of Educational Psychology have used the following criteria to assess parental involvement in their child's homework.
What apparently predicts the type of parental involvement is what parents perceive as their child's academic record and behavior. For instance, a child who is deemed not to be reading proficiently eventually sees greater control from the parents. A child who is regarded by a parent to be not exerting full effort on studies receives more control and less responsiveness. These relationships are summarized in the following figure:
Structure shows a significant relationship with increased reading effort. No arrow connects this academic functioning to either control or responsiveness. What this means is that all of the effects on reading effort from either control or responsiveness are mediated through procrastination. Similarly, the absence of a significant relationship between parental involvement in homework in 5th grade and a child's reading achievement two years later does not mean that homework does not make a difference. It only demonstrates that a child's reading achievement is facilitated by parental involvement in homework through an improvement in the child's academic functioning (more effort and less procrastination). Thus, a controlling parent leads to a poorer reading achievement because it only increases procrastination which has a direct harmful effect on reading proficiency.
Clearly, not all parental involvement is good even in the seemingly innocuous and "low stakes" homework activity.