Alois Niggli, Ulrich Trautwein, Inge Schnyder, Oliver Lüdtke, Marko Neumann:
Elterliche Unterstützung kann hilfreich sein, aber Einmischung schadet: Familiärer Hintergrund, elterliches Hausaufgabenengagement und Leistungsentwicklung.
Parental Homework Support can be Beneficial, but Parental Intrusion is Detrimental: Family Background, Parental Homework Supervision, and Performance Gains

2007, 4-14

Summary: Do children from more privileged family backgrounds receive more parental support with their homework, and does this support promote learning outcomes? A background questionnaire and performance assessments were administered to 1,444 students (52.8 % female) from 85 Swiss classrooms (23 schools) at the beginning and end of the 8th grade. Multilevel analyses revealed that the quality of homework support provided by parents who had only completed compulsory schooling was indeed comparably low, but only a small amount of variance was explained. More pronounced effects were found for students’ own performance levels. Students with poor mid-year grades and students in the lower educational tracks reported more parental intervention in homework tasks, more parental homework control, and more disputes about homework. Furthermore, structural equation modeling provided evidence for the reciprocity of learning outcomes and parental homework behavior. Poor performance led to more parental intrusion. Far from boosting students’ outcomes, however, parental intrusion was associated with decreases in test scores.

Keywords: Family background, homework, learning outcomes

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