Children's mathematics achievement: The role of parents' perceptions and their involvement in homework.

Kathy Pezdek ^[1] ; Tifffany Berry ^[1] ; Paul A. Renno ^[1]
1. [1] Claremont Graduate University
  
  Claremont Graduate University
  
  Estados Unidos
Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 771-777
Idioma: inglés
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Resumen
- Two studies examined the accuracy of parents' assessment of their children's mathematics performance and how this relates to the time parents spend on children's homework. Fourth, 5th, and 6th graders completed a mathematics test. Their parents then predicted their child's test performance. Parents overestimated their children's mathematics scores (Study 1: 17.13%; Study 2: 14.40%). The time parents spent helping their children with mathematics homework was unrelated to children's mathematics performance, parents' predictions of their children's mathematics performance, and the accuracy of parents' predictions of their children's mathematics performance. Although increasing parents' knowledge of their children's mathematics competency should remediate poor mathematics performance of U.S. children, neither homework nor traditional report cards effectively inform parents regarding their children's mathematics performance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)