Acceso usuarios
Racheli Cohen
, Nilly Mor, Naama Atzaba-Poria, Naama Gershy
Parental involvement in children’s homework plays a pivotal role in fostering academic success, autonomous motivation for learning, and self-regulation skills. However, this involvement often encounters challenges, leading to parental counterproductive behaviors and heightened stress levels and difficulties for both parents and children. This study aims to evaluate a brief preventative intervention designed to enhance parental mentalization and parental practices during homework. This intervention focused on teaching parents to dedicate the initial 5 min of homework preparation to a guided observation of their child before offering assistance. The study involved 76 parents (3 fathers and 73 mothers) of first- to sixth-grade children (49% girls; 51% boys; M age = 10.97, SD = 1.70), with 37 allocated to the intervention group and 39 to the control group. We assessed parental characteristics such as prementalization modes, emotion dysregulation, and parental stress at Time 1, along with various negative and positive parental practices during homework, pre and postintervention. Findings revealed significant intervention effects on parental mentalization and hostility during homework. Parents in the intervention group demonstrated an enhanced understanding of their child’s mental experience and decreased levels of hostility. These results were supported further in within-group analyses in both groups. However, no notable changes were observed in other parental practices, including autonomy support, control, and warmth. The outcomes indicate the importance of heightened parental awareness regarding their child’s mental state during homework, facilitating more tailored interventions aligned with the child’s perspective and capabilities. Further practical implementations are discussed.
