Parents’ daily involvement in children’s math homework and activities

Abstract

To provide insight into how parents can facilitate children’s math learning, this research examined parents involvement in children’s math homework and activities. Parents (N = 483; 80% mothers; 67% European American) of young elementary school children (Mage = 7.47 years; 50% girls) completed a survey of their self-efficacy in math helping and a 12-day daily report of their involvement in children’s math homework and activities. At this time and 18 months later, children’s math motivation and achievement were assessed. Parents’ involvement in homework was more affectively negative and less positive than their involvement in activities. Parents’ self- efficacy was associated with less affectively negative and more positive involvement, particularly in homework. The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement.