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Titolo:
FAMILY INVOLVEMENT WITH MIDDLE-GRADES HOMEWORK - EFFECTS OF DIFFERENTIAL PROMPTING
Autore:
BALLI SJ; WEDMAN JF; DEMO DH;
Indirizzi:
PACIFIC UNION COLL ANGWIN CA 94508 UNIV MISSOURI COLUMBIA MO 00000 UNIV N CAROLINA GREENSBORO NC 27412
Titolo Testata:
The Journal of experimental education
fascicolo: 1, volume: 66, anno: 1997,
pagine: 31 - 48
SICI:
0022-0973(1997)66:1<31:FIWMH->2.0.ZU;2-7
Fonte:
ISI
Lingua:
ENG
Soggetto:
PARENTAL INVOLVEMENT; HIGH-SCHOOL; ACHIEVEMENT; EDUCATION; PERFORMANCE;
Tipo documento:
Article
Natura:
Periodico
Citazioni:
41
Recensione:
Indirizzi per estratti:
Citazione:
S.J. Balli et al., "FAMILY INVOLVEMENT WITH MIDDLE-GRADES HOMEWORK - EFFECTS OF DIFFERENTIAL PROMPTING", The Journal of experimental education, 66(1), 1997, pp. 31-48

Abstract

A middle-grades homework intervention was investigated to determine if variations in prompting families to be involved with mathematics homework would influence their level of involvement. The extent to which family involvement was a predictor of student achievement in mathematics was also examined, as were the relationships among family involvement, student achievement, and parent education level. Families in the 2prompted groups were significantly more involved with mathematics homework than were families in the no-prompt group. Level of family involvement was not significantly related to student achievement on the posttest. However, students across the 3 groups whose parent(s) held a 4-year college degree scored significantly higher on the posttest than did students neither of whose parents held a college degree, even though reported levels of family involvement were nearly identical across parent education levels. Qualitative data elicited in follow-up interviews with family members indicated that ''quality of involvement'' withhomework merits examination in future research.

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Documento generato il 19/09/20 alle ore 15:19:04