Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

This study analyzed the relationship between the types of parental involvement in homework, psychological resources, and academic achievement in Mexican elementary students. In total, 823 children participated, 51p were female, and 49p males. The age of participants ranged from 9 to 12 years old (M = 11.12, SD = 0.63). Structural equations were calculated. The first model indicated parental autonomy support had a direct positive relation with academic self-efficacy and self-regulated learning; it also had an indirect positive effect on academic achievement. On the other hand, parental control was directly and indirectly negatively related to academic self-efficacy, self-regulated learning, and academic achievement. The second model showed that children psychological resources and academic achievement influenced types of parental involvement in homework. A multi-group analysis indicated that gender did not moderate the proposed relations in the model. Overall findings suggest a reciprocal relationship between parental involvement in homework and children academic functioning.