부산대학교 도서관

This study explores the relationships between methods of parental assistance (i.e., provision of structure, direct assistance, and autonomy support) with mathematics homework for high-achieving and low-achieving students and children's achievement in mathematics in low-income families and examines the impact of parental efficacy on these findings. Seventy-nine students from low-income families and their parents and mathematics teachers who were recruited from an urban junior high school participated in this study. The results indicate that provision of structure is the most prevalent method of involvement in mathematics homework among low-income parents, regardless of their child's achievement level. Parental provision of structure contributes significantly to children's grades in mathematics. Parental involvement in mathematics homework in the forms of direct assistance and autonomy support does not predict children's grades. Parental self-efficacy is associated with parental involvement in mathematics homework. Implications and limitations of the present study are discussed, including the importance to helping low-income parents realize they can help their children succeed in math even if they cannot provide direct assistance with their homework.