| Título: | Long-term students’ management strategies and parental involvement in homework at the elementary level. |
| Autores: |
Rollande Deslandes; Université du Québec à Trois-Rivières Michel Rousseau; Université du Québec à Rimouski |
| Fecha: | 2009-03-09 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | No aplica |
| Descripción: | This study assessed the evolution of children’s homework management strategies and their parents’ involvement in homework over a 3-year span, taking into account student gender and achievement, family structure and parent educational level. It also investigated the relationships between children’s strategies and parental help in homework. The sample consisted of 157 parent-child dyads from geographically and economically diverse regions in Quebec. The study found no link between child gender and achievement and parent educational level and reported elementary students’ homework management strategies. As children grew older, from grade 4 to grade 6, they took fewer initiatives to motivate completion of homework (monitoring motivation), to eliminate unwanted emotions, and to budget time (monitoring and controlling emotions / managing time). Parental help declined over the years, more importantly for girls than for boys. Parental help in homework seemed to foster among girls strategies in monitoring motivation and among boys, strategies in structuring their workspace at home (arranging environment), in dealing with frustration and in keeping track of the remaining available time for homework (monitoring and controlling emotions / managing time). Evidently, grade 6 students still benefit from parents being involved with their homework. Moreover, overtime findings, from grade 4 to grade 6, confirm the contribution of parental involvement in fostering desirable study habits, notably, monitoring motivation and monitoring and controlling emotion and managing time strategies. Those findings are of paramount importance in counterbalancing the observed decline in these same strategies over the 3-year span period. |
| Idioma: | No aplica |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |