Brief Research Report: Parents' Homework Emotions Favor Students' Homework Emotions Through Self-Efficacy

Angelica Moè, Idit Katz

Research output: Contribution to journalArticlepeer-review

Abstract

While homework is a frequent source of distress, positive attitudes of parents can help students develop positive emotions and self-efficacy regarding homework. In this study, we tested the hypothesis that parents' emotions, favored by autonomous motivation, directly and indirectly relate with students' emotions through their self-efficacy with regard to homework. Questionnaires were administered to 205 fourth- to eighth-grade students and their parents to assess both groups' positive and negative emotions, students' self-efficacy with regard to homework, and parents' autonomous motivation. The results supported the hypothesized model: parents' autonomous motivation is associated with parents' positive emotions, which is then associated with students' positive and negative emotions, both directly and through the mediation of students' self-efficacy for doing homework. The discussion focuses on theoretical and educational implications.

Original languageAmerican English
Pages (from-to)579-591
Number of pages13
JournalJournal of Experimental Education
Volume86
Issue number4
DOIs
StatePublished - 2 Oct 2018

Keywords

  • Autonomous motivation
  • homework
  • parental involvement
  • positive emotions
  • self-efficacy

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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