Family Characteristics and Parental Homework Involvement in Urban Turkish K–12 Schools.

Akınci T., Çakır M., Avcı S.

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, cilt.24, sa.64, ss.541-561, 2026 (TRDizin)

Özet

Despite extensive research on parental involvement in homework, limited evidence exists regarding the extent to which demographic characteristics are associated with variations in parents’ homework engagement behaviors. This study examined the relationships between parental education, age, socioeconomic status, family type and size, as well as children’s gender, birth order, academic achievement, and age and parental homework involvement. Data were collected from 558 parents of primary, middle, and high school students. Parental involvement was assessed using the Parental Homework Management Scale, which captures environment–time management and motivation–emotion management behaviors. The findings indicated that birth order, academic achievement, child age, parental age, and family size were significantly associated with parental involvement; however, these relationships were consistently weak. In contrast, child gender, parental education, socioeconomic status, and family type were not significantly associated with parental involvement. Further analyses showed that most demographic variables were not significant predictors of homework involvement behaviors. Overall, the findings suggest that demographic characteristics are limited in explaining variation in parental homework involvement, pointing to the potential importance of more proximal psychological and motivational factors in understanding these behaviors.