This research examined parents’ involvement in children’s math homework and activities. During 2017 to 2019, American parents (N = 483; 80% mothers; 67% white) of young elementary school children (M_age = 7.47 years; 50% girls) reported on their math helping self-efficacy; they also reported on their involvement in children’s math homework and activities daily for 12 days. At this time and a year later, children’s math motivation and achievement were assessed. Parents’ involvement in homework (vs. activities) was more affectively negative (d = .34), particularly among parents low in self-efficacy (d = .23). The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement (βs = −.09 to .20).

中文翻译：

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小学早期家长对孩子数学作业和活动的日常参与

这项研究调查了父母参与儿童数学作业和活动的情况。在 2017 年至 2019 年期间，美国父母（N  = 483；80% 的母亲；67% 的白人）的小学生（M_年龄 = 7.47 岁；50% 的女孩）报告了他们的数学帮助自我效能；他们还报告了他们在 12 天内每天参与儿童数学作业和活动的情况。此时和一年后，评估了儿童的数学动机和成绩。父母对家庭作业的参与（相对于活动）在情感上更消极（d  = .34），尤其是在自我效能感较低的父母中（d = .23)。父母的消极参与越多，尤其是在家庭作业中，贫困儿童的后期数学动机和成就就越差（β s = -.09 到 .20）。