The Influence Of Parents' Involvement On The Motivation,Emotions And Behavior Of Mathematics Homework For Primary School Students

Parental expectations and parents' homework involvement are the typical forms of parental involvement.From primary school to senior high school,more and more parents participate in students' education.Parental expectations reflect parents' positive beliefs about their children's future education.Parental homework involvement is the most important practical activity of parents' participation in students' education.Based on Social Cognitive Theory,previous studies have shown that parental expectations have a positive impact on students' self-efficacy and academic development;Based on Self-Determination Theory,different quality of parents' homework involvement will have different impacts on the students' academic performance.When the ways of parents' homework involvement perceived as autonomy-supporting,it will have a positive impact on the students' academic performance.When parents control or interfere in the way of involvement,it will have a negative impact on the academic performance of students.In addition,there are inconsistent research results on the influence of parents' homework involvement frequency on students' academic performance.In this study,812 pupils of Grade 4 and Grade 5 were selected as participants for the subject of mathematics.On one hand,with the variable-centric perspective,through based on the structural equation model,this study aims at exploring the influence of parental expectations and parents' homework involvement on students' homework self-efficacy,motivation,emotions and behavior,and the mediating role of homework self-efficacy,motivation,emotions and math homework behavior in parental expectations and parental homework involvement.On the other hand,from the person-centered perspective,through latent profile analyses,this study intends to explore the different types of parents' involvement and the differences in students' homework self-efficacy,motivation,emotions and behavior among students with different types of parents' involvement.The main findings of this study are as follows:(1)Parental expectations,the quality of parental homework involvement can significantly predict student homework self-efficacy,autonomous motivation and control motivation,emotions as well as students' efforts on homework and percentage of homework completed.(2)The students' self-efficacy,motivation and emotion in math homework play a mediating role in the influence of parental expectation and quality of homework involvement on students' homework behavior.(3)Based on parental expectations,the quality and quantity of homework involvement,parents' involvement is divided into four types by potential profile analysis.According to the proportion of each type,from high to low,the first type is high parental expectations and high parents' involvement.The second type is high parental expectations and low parents' involvement.The third type is low parental expectations and high parents' involvement.The last type is low parental expectations and low parents' involvement.The first type accounts for more than 60%.(4)There are significant differences in math homework self-efficacy,autonomous motivation,control motivation,emotions and behavior of students with different types of parents' participation.Students with high parental expectations and high or low parents' involvement perform better in math homework motivation,emotions and behavior than those with low parents' expectations and high or low parents' involvement.