A1 Journal article (refereed)
The interplay between maternal homework involvement, task-avoidance, and achievement among adolescents (2021)

Tunkkari, M., Aunola, K., Hirvonen, R., Silinskas, G., & Kiuru, N. (2021). The interplay between maternal homework involvement, task-avoidance, and achievement among adolescents. Journal of Family Psychology, 35(7), 863-874. https://doi.org/10.1037/fam0000686

JYU authors or editors

Tunkkari, Mari
Aunola, Kaisa
Silinskas, Gintautas
Kiuru, Noona

Publication details

All authors or editors: Tunkkari, Mari; Aunola, Kaisa; Hirvonen, Riikka; Silinskas, Gintautas; Kiuru, Noona

Journal or series: Journal of Family Psychology

ISSN: 0893-3200

eISSN: 1939-1293

Publication year: 2021

Publication date: 25/02/2021

Volume: 35

Issue number: 7

Pages range: 863-874

Publisher: American Psychological Association (APA)

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1037/fam0000686

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74445

Abstract

This study examined three aspects of maternal homework involvement (i.e., the quantity, quality, and source of initiative) and their direct and indirect associations with adolescents’ task-avoidant behavior in homework situations and academic achievement. The sample consisted of Finnish mothers and their adolescents who were transitioning from primary to lower secondary school. Mothers rated the quantity of their homework involvement (i.e., monitoring and help), quality of their homework involvement (i.e., autonomy support and psychological control), and source of initiative (i.e., mother- vs. adolescent-initiated monitoring and help) at the beginning of Grade 6. They also reported on adolescents’ task avoidance in homework situations at the beginning of Grade 7. Information on adolescents’ academic achievement in the spring terms of Grades 5 and 7 was obtained from school registers. The results showed that high maternal psychological control and mother-initiated monitoring were associated with poorer subsequent academic achievement directly and indirectly through higher levels of adolescent task avoidance. Moreover, poor prior academic achievement was associated with higher levels of subsequent task avoidance directly and indirectly through high maternal psychological control and mother-initiated monitoring. Overall, the results highlight the importance of bringing mothers’ knowledge and awareness to their self-initiated and controlling involvement practices and helping them to support adolescents’ learning and motivation in more optimal ways. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Keywords: homework; mothers; young people; objectives; learning; participation; direction (instruction and guidance); autonomy (societal properties); control; motivation (mental objects); encouragement; performance (coping); study performance; parent-child relationship