Unpacking Teacher and Parent Involvement Patterns: Associations with Students' Cognitive, Emotional and Behavioural Homework Engagement
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| Title: | Unpacking Teacher and Parent Involvement Patterns: Associations with Students' Cognitive, Emotional and Behavioural Homework Engagement |
|---|---|
| Language: | English |
| Authors: | Shenghua Huang (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Parent Role, Teacher Role, Homework, Study Habits, Emotional Response, Academic Achievement, Student Behavior, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1111/ejed.70564 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | While teachers and parents are both pivotal in shaping students' academic development, a pattern-centred understanding of how the school and family microsystems operate differently within the homework mesosystem remains underdeveloped. To address this gap, this study employed a latent profile analysis to identify distinct patterns of teacher and parent homework involvement among Chinese students (N = 2110; 49.20% female; aged 9-16). The analysis revealed four profiles of teacher involvement and three profiles of parent involvement. We further investigated how these profiles were associated with a range of student outcomes, including homework management, emotions, effort and academic performance. The findings underscore the value of examining nuanced patterns of adult involvement and their distinct implications for students' cognitive, emotional and behavioural engagement with homework. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507044 |
| Database: | ERIC |
| Abstract: | While teachers and parents are both pivotal in shaping students' academic development, a pattern-centred understanding of how the school and family microsystems operate differently within the homework mesosystem remains underdeveloped. To address this gap, this study employed a latent profile analysis to identify distinct patterns of teacher and parent homework involvement among Chinese students (N = 2110; 49.20% female; aged 9-16). The analysis revealed four profiles of teacher involvement and three profiles of parent involvement. We further investigated how these profiles were associated with a range of student outcomes, including homework management, emotions, effort and academic performance. The findings underscore the value of examining nuanced patterns of adult involvement and their distinct implications for students' cognitive, emotional and behavioural engagement with homework. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70564 |
