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ERIC Number: ED409120
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Can Parents' Involvement with Homework Moderate the Relation between Children's Cognitive Abilities and School Achievement?
Nadon, Isabelle; Normandeau, Sylvie
This investigation tested the influence of parents' involvement with homework as a moderator variable in the relation between children's cognitive abilities (predictor variable) and their school achievement (outcome variable). Participants were 55 French-speaking second graders and their parents. Two dimensions (quantity and quality) of parents' involvement were investigated. Parents were distinguished as primary or secondary helpers with homework. For each group, regression analyses were conducted to test the moderator effect of each dimension of parent involvement: (1) between children's verbal abilities and achievement in French; and (2) between children's nonverbal abilities and achievement in mathematics. Results indicated a positive relation between children's verbal abilities and their achievement in French, but not between children's nonverbal abilities and their achievement in mathematics. A negative relation between the duration of primary parent involvement with homework and children's achievement in French and mathematics was observed. Data also indicated a positive relation between the quality of involvement with homework of the secondary parents and children's achievement. The quality of involvement by the secondary parent was the only variable that acted as a moderator between children's verbal abilities and their achievement in French. Results suggested that both parents have complementary roles in supporting their child's school-related activities. (Contains 19 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada