Maternal homework assistance and children's task-persistent behavior in elementary school
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CitationViljaranta, Jaana. Silinskas, Gintautas. Lerkkanen, Marja-Kristiina. Hirvonen, Riikka. Pakarinen, Eija. Poikkeus, Anna-Maija. Nurmi, Jari-Erik. (2018). Maternal homework assistance and children's task-persistent behavior in elementary school. Learning and Instruction, 56, 54-63. 10.1016/j.learninstruc.2018.04.005.
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.
Subjectshelp monitoring autonomy granting task-persistent behavior performance
Link to the original itemhttp://dx.doi.org/10.1016/j.learninstruc.2018.04.005
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