This study examined patterns of mothers' homework involvement (n = 680 in Grade 6 and 665 in Grade 7) and changes in them during 12-year-old Finnish adolescents' (n = 848; 391 boys) transition to lower secondary school. Moreover, the extent to which adolescents' motivational behavior and prior academic achievement predicted these patterns was examined. The latent transition analyses identified four relatively stable latent patterns of maternal homework involvement in Grades 6 and 7: averagely involved, psychologically controlling and intrusive, noninvolved, and intrusive monitoring and helping. The higher task avoidance and the poorer achievement adolescents showed, the more likely their mothers were to utilize a psychologically controlling and intrusive pattern, or an intrusive monitoring and helping pattern. Overall, these results suggest that some mothers may benefit from understanding of how to best support struggling and task-avoidant adolescents during the transition from primary to lower secondary school.

本研究调查了母亲参与家庭作业的模式（6 年级 680 人，7 年级 665 人）以及 12 岁芬兰青少年（n = 848；391 名男孩）过渡到初中期间的变化。此外，还检查了青少年的动机行为和先前的学业成就在多大程度上预测了这些模式。潜在转变分析确定了 6 和 7 年级母亲家庭作业参与的四种相对稳定的潜在模式：平均参与、心理控制和侵入性、不参与以及侵入性监控和帮助。青少年表现出的任务回避程度越高，成就越差，他们的母亲就越有可能利用心理控制和侵入性模式，或侵入性监控和帮助模式。总体，