{"title":"Unpacking Teacher and Parent Involvement Patterns: Associations With Students' Cognitive, Emotional and Behavioural Homework Engagement","authors":"Shenghua Huang, Miaoting Cheng, Yabing Wang","doi":"10.1111/ejed.70564","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>While teachers and parents are both pivotal in shaping students' academic development, a pattern-centred understanding of how the school and family microsystems operate differently within the homework mesosystem remains underdeveloped. To address this gap, this study employed a latent profile analysis to identify distinct patterns of teacher and parent homework involvement among Chinese students (<i>N</i> = 2110; 49.20% female; aged 9–16). The analysis revealed four profiles of teacher involvement and three profiles of parent involvement. We further investigated how these profiles were associated with a range of student outcomes, including homework management, emotions, effort and academic performance. The findings underscore the value of examining nuanced patterns of adult involvement and their distinct implications for students' cognitive, emotional and behavioural engagement with homework.</p>\n </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.70564","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
While teachers and parents are both pivotal in shaping students' academic development, a pattern-centred understanding of how the school and family microsystems operate differently within the homework mesosystem remains underdeveloped. To address this gap, this study employed a latent profile analysis to identify distinct patterns of teacher and parent homework involvement among Chinese students (N = 2110; 49.20% female; aged 9–16). The analysis revealed four profiles of teacher involvement and three profiles of parent involvement. We further investigated how these profiles were associated with a range of student outcomes, including homework management, emotions, effort and academic performance. The findings underscore the value of examining nuanced patterns of adult involvement and their distinct implications for students' cognitive, emotional and behavioural engagement with homework.
期刊介绍：
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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