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Maternal homework assistance and children's task-persistent behavior in elementary school
ARTICLE

, University of Eastern Finland, Finland ; , , , , , , University of Jyväskylä, Finland

Learning and Instruction Volume 56, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved April 1, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.04.005

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