Parental Mathematics Homework Involvement of Low-Income Families with Middle School Students.
Parental Mathematics Homework Involvement of Low-Income Families with Middle School Students.
复制标题
低收入家庭中学生家长数学作业参与度。
作者：
R. O'Sullivan;Yung;M. Fish
本研究探讨了低收入家庭中高、低成绩学生数学作业的父母协助方式（即提供结构、直接帮助和自主支持）与儿童数学成绩之间的关系，并考察了父母效能对这些结果的影响。本研究从某城市初中招收79名低收入家庭学生及其家长和数学教师参与。结果表明，无论孩子的成绩水平如何，提供结构是低收入父母参与数学作业最普遍的方法。父母提供的结构对孩子的数学成绩有显著的影响。父母以直接帮助和自主支持的形式参与数学作业并不能预测孩子的成绩。父母自我效能感与父母参与数学作业有关。讨论了本研究的意义和局限性，包括帮助低收入父母认识到即使他们不能在家庭作业上提供直接帮助，他们也可以帮助孩子在数学上取得成功的重要性。
This study explores the relationships between methods of parental assis tance (i.e., provision of structure, direct assistance, and autonomy support) with mathematics homework for high-achieving and low-achieving students and children’s achievement in mathematics in low-income families and examines the impact of parental efficacy on these findings. Seventy-nine students from low-income families and their parents and mathematics teachers who were recruited from an urban junior high school participated in this study. Th e results indicate that provision of structure is the most prevalent method of involvement in mathematics homework among low-income parents, regardless of their child’s achievement level. Parental provision of structure contributes significantly to children’s grades in mathematics. Parental involvement in mathematics homework in the forms of direct assistance and autonomy support does not predict children’s grades. Parental self-efficacy is associated with parental involvement in mathematics homework. Implications and limitations of the present study are discussed, including the importance to helping lowincome parents realize they can help their children succeed in math even if they cannot provide direct assistance with their homework.