Scholarlink

<p>This study examined the factors associated with parental involvement in homework using a dyadic approach from both parent and student perspectives. Participants were 390 middle school students and their parents from three schools in a metropolitan area of northwestern Türkiye. Findings indicated that parents generally perceived their involvement in homework as higher than their children reported. A key factor influencing parental involvement was the child’s explicit request for help, underscoring the role of direct communication. Parents who reported high academic expectations for their children also tended to be more engaged in homework-related activities. Additionally, students who demonstrated greater interest in and effort toward homework were more likely to perceive supportive parental involvement. These results highlight the actor–partner dynamics of parent–child communication in shaping effective homework support.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Actor–partner effects in homework ınvolvement: how children’s requests shape parental support

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月18日

查看全文
  • Akif Avcu,
  • Süleyman Avc,
  • Mustafa Özgenel

摘要

This study examined the factors associated with parental involvement in homework using a dyadic approach from both parent and student perspectives. Participants were 390 middle school students and their parents from three schools in a metropolitan area of northwestern Türkiye. Findings indicated that parents generally perceived their involvement in homework as higher than their children reported. A key factor influencing parental involvement was the child’s explicit request for help, underscoring the role of direct communication. Parents who reported high academic expectations for their children also tended to be more engaged in homework-related activities. Additionally, students who demonstrated greater interest in and effort toward homework were more likely to perceive supportive parental involvement. These results highlight the actor–partner dynamics of parent–child communication in shaping effective homework support.