The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement
The Example of Parental Help With Homework
Bibliographic Data
| ID | 23315403 |
|---|---|
| Authors | Sandra Moroni (0000-0001-9294-7186, University of Teacher Education Bern, Switzerland, corresponding author), Hanna Dumont (0000-0003-2910-6311, German Institute for International Educational Research, Germany), Ulrich Trautwein (0000-0003-0647-0057, University of Tübingen), Alois Niggli (0000-0003-4680-1463, University of Teacher Education Fribourg, Switzerland), Franz Baeriswyl (University of Fribourg) |
| Year | 2015 |
| Volume | 108 |
| Issue | 5 |
| Pages | 417-431 |
| Publication date | 2015-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2014.901283 |
| OpenAlex | W2098490242 |
| Language | EN |
| Citations received | 66 |
| References cited | 65 |
Parental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental homework involvement, the research shows that completely different conclusions about the effectiveness of parental homework involvement will be reached if its quantity is assessed instead of its quality: How often parents helped with homework was negatively associated with the development of achievement, whereas homework help that was perceived as supportive had positive predictive effects, and homework help perceived as intrusive had negative effects. Moreover, the results show that effect sizes would be overestimated if students' prior achievement and family background were not controlled.
Developmental psychology · Parental control · Parental monitoring · Quality (philosophy) · Diverse Education Studies and Reforms · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 66 |
|---|---|
| Citations per year | 8,25 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |