| Biography: |
Unfortunately, the more parents??? involvement in their children???s math homework was characterized by negative emotions, the more children disliked math, avoided difficult math problems in making their worksheet, and had poor math achievement a year later. Moreover, parents were more involved in math homework and less involved in math activities with older than younger children. We asked the parents to complete a survey every day for 10 days. Parents reported on whether their children had math homework and if they were engaged in math activities such as math board games or workbooks. Parents then reported on qualitative aspects of their involvement in their children???s math homework and activities ??? such as whether they had negative (e.g., irritated) or positive (e.g., happy) feelings during their involvement. They also completed a one-time survey on their feelings of efficacy in helping their children with math (e.g., their level of confidence in their ability to help). |
