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Parental homework involvement and students' mathematics achievement: a meta-analysis
INTRODUCTION: Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a spe...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10373934/ https://www.ncbi.nlm.nih.gov/pubmed/37519352 http://dx.doi.org/10.3389/fpsyg.2023.1218534 |
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author | Jiang, Qiaodan Shi, Li Zheng, Donghui Mao, Weijie |
author_facet | Jiang, Qiaodan Shi, Li Zheng, Donghui Mao, Weijie |
author_sort | Jiang, Qiaodan |
collection | PubMed |
description | INTRODUCTION: Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a specific subject by using meta-analysis. This meta-analysis investigated the relationship between parent homework involvement and students' mathematics achievement from two dimensions: supportive (SPI) and intrusive parent homework involvement (IPI), along with their moderators. METHODS: Accessed through Web of Science, Taylor and Francis Online, EBSCO, Springer Link, Elsevier, and ProQuest databases, a total of 20 empirical studies between 2005 to 2022, 41 independent effect sizes were included (N = 16,338). Effect size estimations were obtained by transforming Fisher's correlation coefficient. This study has conducted the heterogeneity tests of the magnitudes grouped according to different moderators, and investigated the publication bias that affects meta-analysis studies. RESULTS AND DISCUSSION: The results showed an overall positive link between SPI and students' mathematics achievement (r = 0.076, 95% CI = [0.037, 0.114]) and a negative link between IPI and students' mathematics achievement (r = −0.153, 95% CI = [−0.226, −0.079]). For the link of SPI and students' mathematics achievement, the effect sizes were (a) strongest when SPI was measured by autonomy support, followed by content support and provision of structure respectively; (b) stronger when students' mathematics achievement indicated by non-standardized measurement than standardized measurement. For the link of IPI and students' mathematics achievement, the effect sizes varied across grade level, strongest in high school, followed by middle school and lowest in primary school. These findings provide important implications for how to improve parental homework involvement practice to increase students' mathematics achievement. |
format | Online Article Text |
id | pubmed-10373934 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-103739342023-07-28 Parental homework involvement and students' mathematics achievement: a meta-analysis Jiang, Qiaodan Shi, Li Zheng, Donghui Mao, Weijie Front Psychol Psychology INTRODUCTION: Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a specific subject by using meta-analysis. This meta-analysis investigated the relationship between parent homework involvement and students' mathematics achievement from two dimensions: supportive (SPI) and intrusive parent homework involvement (IPI), along with their moderators. METHODS: Accessed through Web of Science, Taylor and Francis Online, EBSCO, Springer Link, Elsevier, and ProQuest databases, a total of 20 empirical studies between 2005 to 2022, 41 independent effect sizes were included (N = 16,338). Effect size estimations were obtained by transforming Fisher's correlation coefficient. This study has conducted the heterogeneity tests of the magnitudes grouped according to different moderators, and investigated the publication bias that affects meta-analysis studies. RESULTS AND DISCUSSION: The results showed an overall positive link between SPI and students' mathematics achievement (r = 0.076, 95% CI = [0.037, 0.114]) and a negative link between IPI and students' mathematics achievement (r = −0.153, 95% CI = [−0.226, −0.079]). For the link of SPI and students' mathematics achievement, the effect sizes were (a) strongest when SPI was measured by autonomy support, followed by content support and provision of structure respectively; (b) stronger when students' mathematics achievement indicated by non-standardized measurement than standardized measurement. For the link of IPI and students' mathematics achievement, the effect sizes varied across grade level, strongest in high school, followed by middle school and lowest in primary school. These findings provide important implications for how to improve parental homework involvement practice to increase students' mathematics achievement. Frontiers Media S.A. 2023-07-13 /pmc/articles/PMC10373934/ /pubmed/37519352 http://dx.doi.org/10.3389/fpsyg.2023.1218534 Text en Copyright © 2023 Jiang, Shi, Zheng and Mao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Jiang, Qiaodan Shi, Li Zheng, Donghui Mao, Weijie Parental homework involvement and students' mathematics achievement: a meta-analysis |
title | Parental homework involvement and students' mathematics achievement: a meta-analysis |
title_full | Parental homework involvement and students' mathematics achievement: a meta-analysis |
title_fullStr | Parental homework involvement and students' mathematics achievement: a meta-analysis |
title_full_unstemmed | Parental homework involvement and students' mathematics achievement: a meta-analysis |
title_short | Parental homework involvement and students' mathematics achievement: a meta-analysis |
title_sort | parental homework involvement and students' mathematics achievement: a meta-analysis |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10373934/ https://www.ncbi.nlm.nih.gov/pubmed/37519352 http://dx.doi.org/10.3389/fpsyg.2023.1218534 |
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