Maternal homework assistance and children's task-persistent behavior in elementary school
Jaana Viljaranta, University of Eastern Finland, Finland ; Gintautas Silinskas, Marja-Kristiina Lerkkanen, Riikka Hirvonen, Eija Pakarinen, Anna-Maija Poikkeus, Jari-Erik Nurmi, University of Jyväskylä, Finland
Learning and Instruction Volume 56, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
The present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task-persistent behavior in learning situations from grade 2 to grade 4 of elementary school. Also, the extent to which task-persistent behavior plays a role in the links between parental homework assistance and children's academic performance was examined. The results showed that the more autonomy granting mothers reported, the more task-persistent behavior children exhibited; and more task-persistent behavior children exhibited, the more autonomy their mothers granted. In contrast, the more mothers helped their children, the less task-persistent behavior was reported, and the less task-persistent behavior children exhibited, the more mothers tried to help and monitor their children later on. Additionally, some evidence was found supporting the role of task-persistent behavior in the relation between maternal homework assistance and academic performance.
Viljaranta, J., Silinskas, G., Lerkkanen, M.K., Hirvonen, R., Pakarinen, E., Poikkeus, A.M. & Nurmi, J.E. (2018). Maternal homework assistance and children's task-persistent behavior in elementary school. Learning and Instruction, 56(1), 54-63. Elsevier Ltd.