{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113250"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113250","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Parents’ daily involvement in children’s math homework and activities","abstract":"To provide insight into how parents can facilitate children’s math learning, this research examined parents involvement in children’s math homework and activities. Parents (N = 483; 80% mothers; 67% European American) of young elementary school children (Mage = 7.47 years; 50% girls) completed a survey of their self-efficacy in math helping and a 12-day daily report of their involvement in children’s math homework and activities. At this time and 18 months later, children’s math motivation and achievement were assessed. Parents’ involvement in homework was more affectively negative and less positive than their involvement in activities. Parents’ self- efficacy was associated with less affectively negative and more positive involvement, particularly in homework. The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement.","abstract_html":"To provide insight into how parents can facilitate children’s math learning, this research examined parents involvement in children’s math homework and activities. Parents (N = 483; 80% mothers; 67% European American) of young elementary school children (Mage = 7.47 years; 50% girls) completed a survey of their self-efficacy in math helping and a 12-day daily report of their involvement in children’s math homework and activities. At this time and 18 months later, children’s math motivation and achievement were assessed. Parents’ involvement in homework was more affectively negative and less positive than their involvement in activities. Parents’ self- efficacy was associated with less affectively negative and more positive involvement, particularly in homework. The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement.","abstract_has_math":false,"creators":["Wu, Jiawen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva Marie","Hyde, Daniel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:51:37Z","date_published":"2022-01-12T22:51:37Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Parenting","Parent involvement","Homework","Math","Motivation","Achievement"],"languages":["en"],"rights":["Copyright 2021 Jiawen Wu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113250","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva Marie","Hyde, Daniel"]},{"key":"dc:creator","label":"Author","values":["Wu, Jiawen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:51:37Z","2024-01-12T22:56:20Z","2021-06-21","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parenting","Parent involvement","Homework","Math","Motivation","Achievement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Jiawen Wu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113250"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["To provide insight into how parents can facilitate children’s math learning, this research examined parents involvement in children’s math homework and activities. Parents (N = 483; 80% mothers; 67% European American) of young elementary school children (Mage = 7.47 years; 50% girls) completed a survey of their self-efficacy in math helping and a 12-day daily report of their involvement in children’s math homework and activities. At this time and 18 months later, children’s math motivation and achievement were assessed. Parents’ involvement in homework was more affectively negative and less positive than their involvement in activities. Parents’ self- efficacy was associated with less affectively negative and more positive involvement, particularly in homework. The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Jiawen Wu, accepted the attached license on 2021-06-16 at 09:12.","The student, Jiawen Wu, submitted this Thesis for approval on 2021-06-16 at 09:23.","This Thesis was approved for publication on 2021-06-21 at 09:10.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16692 on 2022-01-12 at 13:03:22","Made available in DSpace on 2022-01-12T22:51:37Z (GMT). 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Parents (N = 483; 80% mothers; 67% European American) of young elementary school children (Mage = 7.47 years; 50% girls) completed a survey of their self-efficacy in math helping and a 12-day daily report of their involvement in children’s math homework and activities. At this time and 18 months later, children’s math motivation and achievement were assessed. Parents’ involvement in homework was more affectively negative and less positive than their involvement in activities. Parents’ self- efficacy was associated with less affectively negative and more positive involvement, particularly in homework. The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Jiawen Wu, accepted the attached license on 2021-06-16 at 09:12.","The student, Jiawen Wu, submitted this Thesis for approval on 2021-06-16 at 09:23.","This Thesis was approved for publication on 2021-06-21 at 09:10.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16692 on 2022-01-12 at 13:03:22","Made available in DSpace on 2022-01-12T22:51:37Z (GMT). No. of bitstreams: 2 WU-THESIS-2021.pdf: 1386295 bytes, checksum: 743f39f34d1561c505f75a665743032a (MD5) LICENSE.txt: 4206 bytes, checksum: 3a8089afc612fc9140e1d8394fedb5bd (MD5) Previous issue date: 2021-06-21","Embargo set by: Seth Robbins for item 121176 Lift date: 2024-01-12T22:51:46Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 121176 Lift date: 2024-01-12T22:53:32Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 121176 Lift date: 2024-01-12T22:54:14Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 121176 Lift date: 2024-01-12T22:55:09Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 121176 Lift date: 2024-01-12T22:56:20Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113250"],"dc:language":["en"],"dc:rights":["Copyright 2021 Jiawen Wu"],"dc:subject":["Parenting","Parent involvement","Homework","Math","Motivation","Achievement"],"dc:title":["Parents’ daily involvement in children’s math homework and activities"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}