Parents' conceptions of their homework involvement in elementary school

• Jennifer Cunha ; Pedro Rosário ; Lúcia Macedo ; Ana Rita Nunes ; Sonia Fuentes ; Ricardo Pinto ; Natalia Suárez Fernández ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 27, Nº. 2, 2015, págs. 159-165
• Idioma: inglés
• Títulos paralelos:
  • Concepciones de los padres sobre su implicación en los deberes en la escuela primaria
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    Antecedentes: los deberes escolares son una práctica universal utilizada en la mayoría de las escuelas y que está frecuentemente asociada al rendimiento académico. Uno de los pilares básicos en esta asociación es la implicación de los padres. Sin embargo, los datos de la investigación pasada indican que la implicación parental puede tener efectos positivos y negativos, dependiendo del tipo de implicación. Método: desde una perspectiva fenomenográfica, con el propósito de mapear las distintas concepciones de los padres sobre su implicación en los deberes escolares, fueron realizadas entrevistas semiestructuradas a 32 padres de alumnos de 4.º de Educación Primaria. Resultados: los padres participantes en el estudio presentan una perspectiva positiva de su implicación en los deberes escolares y el aprendizaje académico. Los datos obtenidos indican que los padres pueden implicarse para: a) promocionar la autonomía de los niños; b) controlar el aprendizaje y sus resultados; y c) aportar apoyo motivacional y emocional (principalmente en presencia de dificultades). Conclusiones: dado que los padres perciben importante su implicación en los deberes escolares de los hijos, es necesario promover la colaboración entre los padres y profesores y talleres de formación de padres para mejorar la calidad de su implicación en los deberes.

  • English

    Background: Homework is a universal practice used in schools, and is commonly related to academic achievement. According to literature, parental homework involvement has positive and negative aspects, depending on parents' behaviors. Method: Assuming a phenomenographic perspective, this study examined 4th graders' parents' conceptions of their involvement in homework. With the purpose of mapping the parents' various conceptions of homework involvement, 32 semi-structured interviews were conducted and analyzed. Results: The results show that parents' conceptions of homework involvement have a positive meaning, and focus primarily on the role played in the promotion of academic learning by (a) fostering their children's autonomy, (b) exerting control over their learning, and (c) providing them with emotional encouragement (when children struggle with difficulties). Conclusions: Given that parents perceive their involvement in their children's homework as important, it is necessary to promote parent-teacher collaboration and parent-training workshops to improve the quality of parental homework involvement.

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