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<p>Whereas previous research has linked students’ homework effort to variables like student&#xa0;characteristics, homework characteristics, teacher and parent involvement, and homework&#xa0;motivation, certain critical dimensions of teacher and parent involvement – like teacher&#xa0;feedback, parent and teacher autonomy support, and parent content support – have been largely&#xa0;overlooked. This research aims to bridge this gap by examining the connections between&#xa0;homework effort and multiple dimensions of teacher and parent involvement, while considering&#xa0;other theoretically relevant constructs identified in prior research. Involving 1,426 students in&#xa0;Grades 5–8 in Turkey, this study used multilevel (hierarchical) modeling to examine predictors&#xa0;linked to higher levels of conscientiousness, teacher feedback, parent autonomy support,&#xa0;homework quality, homework time, homework value, parent education, and parent control.&#xa0;Conversely, homework effort was negatively related to parent content support. Additionally,&#xa0;males put forth lower homework effort compared to their female peers. At the class level,&#xa0;homework effort was positively associated with conscientiousness. Notably, this research&#xa0;contributes to extant literature by suggesting that multiple dimensions of teacher and parent&#xa0;involvement exert differential influences on homework effort. The findings carry significant&#xa0;implications for both future research and educational practices.</p>

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Who puts effort into homework?. The multidimensionality of teacher and parent involvement

  • 期刊论文

  • 发表日期：

    2025年12月5日

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  • Jianzhong Xu,
  • Süleyman Avcı,
  • Mustafa Özgenel,
  • Jianling Xie

摘要

Whereas previous research has linked students’ homework effort to variables like student characteristics, homework characteristics, teacher and parent involvement, and homework motivation, certain critical dimensions of teacher and parent involvement – like teacher feedback, parent and teacher autonomy support, and parent content support – have been largely overlooked. This research aims to bridge this gap by examining the connections between homework effort and multiple dimensions of teacher and parent involvement, while considering other theoretically relevant constructs identified in prior research. Involving 1,426 students in Grades 5–8 in Turkey, this study used multilevel (hierarchical) modeling to examine predictors linked to higher levels of conscientiousness, teacher feedback, parent autonomy support, homework quality, homework time, homework value, parent education, and parent control. Conversely, homework effort was negatively related to parent content support. Additionally, males put forth lower homework effort compared to their female peers. At the class level, homework effort was positively associated with conscientiousness. Notably, this research contributes to extant literature by suggesting that multiple dimensions of teacher and parent involvement exert differential influences on homework effort. The findings carry significant implications for both future research and educational practices.