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Although some authors defend parents’ involvement as a positive practice that can enhance children’s academic success, others describe this support as a time-consuming exercise that frequently generates discomfort, anxiety and conflict in the family (Cooper et al., 2001; Pomerantz et al., 2005a; Patall et al., 2008). doi: 10.1007/s11409-015-9135-5 Cross Ref Full Text | Google Scholar Núñez, J. However, the majority of findings confirm a positive association between children’s academic functioning (i.e., student achievement and productive homework variables) and parents’ involvement in homework. C., Tuero-Herrero, E., Vallejo, G., Rosário, P., and Valle, A. Student, teacher, and school context variables predicting academic achievement in biology: analysis from a multilevel perspective.
Study limitations and educational implications are discussed.
Homework was defined by Cooper (1989) some years ago as the tasks assigned by teachers to students to be completed outside the class. Mothers’ affect in the homework context: the importance of staying positive.
Relationships between parental involvement in homework and academic achievement have been deeply debated and frequently investigated, with inconsistent results (Gonida and Vauras, 2014).
Some studies found a positive relationship (Cooper et al., 2001; Pomerantz and Eaton, 2001), others reported a negative relationship between the two variables (Schultz, 1999). (2012) found both positive and negative relationships, depending on the nature or quality of the involvement.
Recently, however, there have been serious debates in Spanish schools and in other countries about whether or not teachers should assign homework.
The debates involve students’ complaints about the time required to do their homework, parents’ complaints about the quantity of homework assigned and their lack of information on how to guide their child on homework tasks, and, teachers’ complaints about the lack of time to design effective homework assignments and deliver feedback to students, and the lack of parental support for students to do their work (Cooper et al., 2006).
However, few studies have explored whether and how students’ achievement levels affect their homework behaviors.
This study aims to increase understanding on how students’ levels of achievement are related to their homework behaviors (i.e., homework time spent, homework time management, and amount of homework completed), and how students with different achievement levels perceive the involvement of their parents in the homework process (i.e., control and support). doi: 10.3102/0034654308325185 Cross Ref Full Text | Google Scholar Pomerantz, E.
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. “The role of children’s competence experiences in the socialization process: a dynamic process framework for the academic arena”,” in Advances in Child Development and Behavior, ed.