This study examined the potential benefits of parent participation in a one-time seminar on how to effectively help children with homework. Parents were recruited from schools, afterschool programs, and churches in three Southeastern states in the US. Seventy-five parents of elementary school aged children were assigned to one of two groups: 1) intervention or 2) waitlist control group. Results showed that parents who attended the seminar had significantly greater parent self-efficacy at two weeks and ten weeks after the intervention. There was also a trend towards decreased stress for parents in the intervention group. No group differences were found on parent involvement and child initiations for help with homework. Implications for clinical practice and future research are discussed, particularly regarding engagement of community-based agencies and parent participation.
","abstract_html":"<p>This study examined the potential benefits of parent participation in a one-time seminar on how to effectively help children with homework. Parents were recruited from schools, afterschool programs, and churches in three Southeastern states in the US. Seventy-five parents of elementary school aged children were assigned to one of two groups: 1) intervention or 2) waitlist control group. Results showed that parents who attended the seminar had significantly greater parent self-efficacy at two weeks and ten weeks after the intervention. There was also a trend towards decreased stress for parents in the intervention group. No group differences were found on parent involvement and child initiations for help with homework. Implications for clinical practice and future research are discussed, particularly regarding engagement of community-based agencies and parent participation.</p>","abstract_has_math":false,"creators":["Van Driel, Sara Wise"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Ronald J Prinz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:56Z","subjects":["Psychology","Social and Behavioral Sciences","community interventions","homework","parenting","parent involvement"],"languages":[],"rights":["© 2011, Sara Wise Van Driel"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/2163","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ronald J Prinz"]},{"key":"dc:creator","label":"Author","values":["Van Driel, Sara Wise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Social and Behavioral Sciences","community interventions","homework","parenting","parent involvement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, Sara Wise Van Driel"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/2163"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the potential benefits of parent participation in a one-time seminar on how to effectively help children with homework. Parents were recruited from schools, afterschool programs, and churches in three Southeastern states in the US. Seventy-five parents of elementary school aged children were assigned to one of two groups: 1) intervention or 2) waitlist control group. Results showed that parents who attended the seminar had significantly greater parent self-efficacy at two weeks and ten weeks after the intervention. There was also a trend towards decreased stress for parents in the intervention group. No group differences were found on parent involvement and child initiations for help with homework. Implications for clinical practice and future research are discussed, particularly regarding engagement of community-based agencies and parent participation.
"]},{"key":"dc:title","label":"Title","values":["Systematic Intervention to Increase Parent Involvement In Children's Academic Activity"]}]}],"canonical_facts":{"dc:contributor":["Ronald J Prinz"],"dc:creator":["Van Driel, Sara Wise"],"dc:description.abstract":["This study examined the potential benefits of parent participation in a one-time seminar on how to effectively help children with homework. Parents were recruited from schools, afterschool programs, and churches in three Southeastern states in the US. Seventy-five parents of elementary school aged children were assigned to one of two groups: 1) intervention or 2) waitlist control group. Results showed that parents who attended the seminar had significantly greater parent self-efficacy at two weeks and ten weeks after the intervention. There was also a trend towards decreased stress for parents in the intervention group. No group differences were found on parent involvement and child initiations for help with homework. Implications for clinical practice and future research are discussed, particularly regarding engagement of community-based agencies and parent participation.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/2163"],"dc:rights":["© 2011, Sara Wise Van Driel"],"dc:subject":["Psychology","Social and Behavioral Sciences","community interventions","homework","parenting","parent involvement"],"dc:title":["Systematic Intervention to Increase Parent Involvement In Children's Academic Activity"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:37:56Z"}