Publication: Should we help our children with homework? A meta-analysis
using PISA data
Loading...
Official URL
Full text at PDC
Publication Date
2022
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Colegio Oficial de Psicólogos del Principado de Asturias
Citations
Exportar
Abstract
The role of homework in students’ academic performance is a widely debated topic about which there is no defi nitive answer. The objective of this study was to analyse the importance of parental help with homework in academic achievement, testing its cultural invariance (by country), academic invariance (by subject), and the stability of its effects over time. Method: A meta-analysis was performed using the results of PISA evaluations from 2009, 2012, 2015, and 2018 from countries which applied the family PISA questionnaire. We analysed 180 effects and confi rmed the fi t of the model and the heterogeneity of the effects, performing an analysis of moderators and multimodal inference. Results: Students who had more help with homework had lower academic achievement, with an overall effect (d) = 0.23, 95% CI [0.21, 0.25]. The effects were greater in Europe than in Asia. We did not fi nd differences by subject type, and the results were stable over time. Conclusions: Family help with homework does not ensure students’ academic success, and it is more important how that help is given than how much. This conclusion is valid for different types of subjects and is stable over time, with some variation between cultures.
¿Debemos Ayudar a Nuestros Hijos con los Deberes? Un Meta-Análisis con Datos PISA. Antecedentes: el papel de los deberes escolares en el rendimiento académico es un tema ampliamente debatido, no existiendo una respuesta defi nitiva. El presente trabajo analiza el efecto de la ayuda parental con los deberes sobre los resultados educativos, comprobando la invarianza cultural (por países) y académica (por asignaturas), así como la estabilidad temporal de los efectos. Método: se realizó un meta-análisis con los resultados PISA de los años 2009, 2012, 2015 y 2018, incluyendo los países que aplicaron el cuestionario PISA para las familias. Se analizaron 180 efectos, comprobando el ajuste del modelo y la heterogeneidad de los efectos, y realizando análisis de moderadores y análisis de inferencia con modelos múltiples. Resultados: los estudiantes que reciben más ayuda con los deberes obtienen resultados más bajos: d = 0.23, IC 95% [0.21, 0.25]. Los efectos son mayores en Europa que en Asia. No se encontraron diferencias en función de la asignatura, y los resultados son estables a lo largo del tiempo. Conclusiones: la ayuda familiar con los deberes no garantiza el éxito académico, siendo más importante cómo se hace que el cuánto. Esta conclusión es válida en todas las asignaturas y se muestra estable en el tiempo, observándose variaciones interculturales.
¿Debemos Ayudar a Nuestros Hijos con los Deberes? Un Meta-Análisis con Datos PISA. Antecedentes: el papel de los deberes escolares en el rendimiento académico es un tema ampliamente debatido, no existiendo una respuesta defi nitiva. El presente trabajo analiza el efecto de la ayuda parental con los deberes sobre los resultados educativos, comprobando la invarianza cultural (por países) y académica (por asignaturas), así como la estabilidad temporal de los efectos. Método: se realizó un meta-análisis con los resultados PISA de los años 2009, 2012, 2015 y 2018, incluyendo los países que aplicaron el cuestionario PISA para las familias. Se analizaron 180 efectos, comprobando el ajuste del modelo y la heterogeneidad de los efectos, y realizando análisis de moderadores y análisis de inferencia con modelos múltiples. Resultados: los estudiantes que reciben más ayuda con los deberes obtienen resultados más bajos: d = 0.23, IC 95% [0.21, 0.25]. Los efectos son mayores en Europa que en Asia. No se encontraron diferencias en función de la asignatura, y los resultados son estables a lo largo del tiempo. Conclusiones: la ayuda familiar con los deberes no garantiza el éxito académico, siendo más importante cómo se hace que el cuánto. Esta conclusión es válida en todas las asignaturas y se muestra estable en el tiempo, observándose variaciones interculturales.
Description
UCM subjects
Unesco subjects
Keywords
Citation
Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855-890. https://doi.org/10.1037/bul0000201
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. https://doi.org/10.1016/j.edurev.2018.02.001
Burnham, K. P., & Anderson, D. R. (2004). Multimodel inference: Understanding AIC and BIC in model selection. Sociological Methods &
Research, 33(2), 261-304. https://doi.org/10.1177/0049124104268644
Cade, B. S. (2015). Model averaging and muddled multimodel inferences. Ecology, 96(9), 2370-2382. https://doi.org/10.1890/14-1639.1
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student achievement: A meta-analysis. Educational Research Review, 14, 33-46. http://dx.doi.org/10.1016/j.edurev.2015.01.002
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd Ed. Lawrence Erlbaum Associates.
Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process. Contemporary Educational Psychology, 25(4), 464-487. http://dx.doi.org/10.1006/ceps.1999.1036
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and
adjustment: A literature review. Department for Education and Skills.
Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2014). Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. Journal of Educational Psychology, 102, 144-161. http://dx.doi.org/10.1037/a0034100
Erion, J. (2006). Parent tutoring: A meta-analysis. Education and Treatment of Children, 29(1), 79-106.http://www.jstor.org/stable/42899871
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. https://doi.org/10.1023/A:1009048817385
Fernández-Alonso, R., Álvarez-Díaz, M., Woitschach, P., SuárezÁlvarez, J., & Cuesta, M. (2017). Parental involvement and academic
performance: Less control and more communication. Psicothema, 29(4), 453-461. https://doi.org/10.7334/psicothema2017.181
Fernández-Alonso, R., & Muñiz, J. (2021): Homework: Facts and fictions.
In T. Nilsen, A. Stancel-Piątak & J. Gustafsson (Eds.), International Handbook of Comparative Large-Scale Studies in Education:
Perspectives, Methods and Findings. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-
38298-8_40-1
Ferrando, P. J. (2021). Seven decades of Factor Analysis: From Yela to present day. Psicothema, 33, 378-385. http://dx.doi.org/10.7334/
psicothema2021.24
García-Crespo, J., Fernández-Alonso, R., & Muñiz, J. (2019). Resilient and low performer students: Personal and family determinants in European countries. Psicothema, 31(4), 363-375. https://doi.org/10.7334/psicothema2019.245
Harrer, M., Cuijpers, P., Furukawa, T.A., & Ebert, D. D. (2019). Doing meta-analysis in R: A hands-on guide. Chapmann & Hall/CRC Press
https://bookdown.org/MathiasHarrer/Doing_Meta_Analysis_in_R
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. http://dx.doi.org/10.1037/a0015362
Higgins, S., & Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of Children’s Services, 10(3), 280-290. https://doi.org/10.1108/JCS-02-2015-0009
Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ (Clinical Research
ed.), 327(7414), 557-560. https://doi.org/10.1136/bmj.327.7414.557
Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in
homework. Educational Psychologist, 36, 195-209. http://dx.doi.org/10.1207/S15326985EP3603_5
IBM Corp. (2013). IBM SPSS Statistics for Windows, Version 22.0 [Computer Software].
IntHout, J., Ioannidis, J. P. A., Rovers, M. M., Goeman, J. J. (2016). Plea for routinely presenting prediction intervals in meta-analysis. British Medical Journal Open, 6(7), e010247. http://dx.doi.org/10.1136/bmjopen-2015-010247
International Association for the Evaluation of Educational Achievement [IEA] (2018). Help Manual for the IEA IDB Analyzer (Version 4.0)
[Computer Software]. https://www.iea.nl/data-tools/tools
Jeynes, W. H. (2003). A meta-analysis: the effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202-218. http://dx.doi.org/10.1177/0013124502239392
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic
achievement. Urban Education, 40(3), 237-269. http://dx.doi.org/10.1177/0042085905274540
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. A
meta-analysis. Urban Education, 42(1), 82-110. http://dx.doi.org/10.1177/0042085906293818
Jeynes, W. H. (2012). A meta-analysis of the effi cacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742. http://dx.doi.org/10.1177/0042085912445643
Jeynes, W. H. (2016). A Meta-Analysis: The relationship between parental involvement and African American school outcomes.
Journal of Black Studies, 47(3), 195-216. http://dx.doi.org/10.1177/0021934715623522.
Jeynes, W. H. (2017). A Meta-Analysis: The relationship between parental involvement and Latino student outcomes. Education and Urban
Society, 49(1), 4-28. http://dx.doi.org/10.1177/0013124516630596
Kim, S. W. (2020). Meta-analysis of parental involvement and achievement in East Asian countries. Education and Urban Society, 52(2), 312-337. https://doi.org/10.1177/0013124519842654
Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A metaanalysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919-934. https://doi.org/10.1037/edu0000023
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A metaanalysis of the relationship between learning outcomes and parental
involvement: During early childhood education and early elementary education. Educational Psychology Review, 28(4), 771-801. https://doi.
org/10.1007/s10648-015-9351-1
Morales-Vives, F., Camps, E., & Dueñas, J. (2020). Predicting academic achievement in adolescents: The role of majority, intelligence and
personality, Psicothema, 32(1), 84-91. https://doi.org/10.7334/psicothema2019.262
Moroni, S., Dumont, H., Trautwein, U., Niggli. A., & Baeriswyl, F. (2015). The need to distinguish between quantity and quality in research on parental involvement: The example of parental help with homework. Journal of Educational Research, 108(5), 417-431. https://doi.org/10.1080/00220671.2014.901283
Nye, C., Turner, H., & Schwartz, J. (2006), Approaches to parent involvement for improving the academic performance of elementary
school age children. Campbell Systematic Reviews, 2, 1-49. https://doi.org/10.4073/csr.2006.4
Organisation for Economic Co-operation and Development [OECD] (2009). PISA Data Analysis Manual: SPSS, 2nd ed. OECD Publishing.
http://dx.doi.org/10.1787/9789264056275-en
Organisation for Economic Co-operation and Development [OECD] (2010). PISA 2009 results: What students know and can do – Student
performance in Reading, Mathematics and Science (Volume I). OECD Publishing. http://dx.doi.org/10.1787/9789264091450-en
Orgilés, M., Espada, J. P., Delvecchio, E., Francisco, R., Mazzeschi, C., Pedro, M., & Morales, A. (2021). Anxiety and depressive symptoms in children and adolescents during COVID-19 pandemic: A transcultural approach. Psicothema, 33(1), 125-130. https://doi.org/10.7334/psicothema2020.287
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039-1101. http://dx.doi.org/10.3102/0034654308325185
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives:
More is not always better. Review of Educational Research, 77(3), 373-410. http://dx.doi.org/10.3102/003465430305567
R Core Team (2016). R: A Language and Environment for Statistical Computing. https://www.R-Project.org/
Rosenzweig, C. (2001, April 10-14). A meta-analysis of parenting and school success: The role of parents in promoting students’ academic
performance [Paper] Annual Meeting of the American Educational Research Association, Seattle, WA, United States. http://fi les.eric.
ed.gov/fulltext/ED452232.pdf
Scheerens, J. (2016). Educational Effectiveness and Ineffectiveness: A Critical Review of the Knowledge Base. Springer
Scheerens, J., Witziers, B., & Steen, R. (2013). A meta-analysis of school effectiveness studies. Revista de Educación, 361, 619-645. http://dx.doi.org/10.4438/1988-592X-RE-2013-361-235
Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880-907. http://dx.doi.org/10.3102/0034654308320319
Suárez, N., Fernández, E., Cerezo, R., Rodríguez, C., Rosário, P., & Núñez,J. C. (2012). Tareas para casa, implicación familiar y
rendimiento académico [Homework, family involvement and academic performance]. Aula Abierta, 40(1), 73-84. https://redined.mecd.gob.es/
xmlui/handle/11162/4132
Symonds, M. R. E., & Moussalli, A. (2010). A brief guide to model selection, multimodel inference and model averaging in behavioural
ecology using Akaike’s information criterion. Behavioral Ecology and Sociobiology, 65(1), 13-21. http://dx.doi.org/10.1007/s00265-010-
1037-6
Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic benefi ts from parental involvement are stratifi ed by parental socioeconomic status: A metaanalysis. Parenting, 20(4), 241-287. https://doi.org/10.1080/15295192 .2019.1694836
The United Nations Educational, Scientifi c and Cultural Organization [UNESCO] (2021). COVID-19 Educational Disruption and Response.
https://en.unesco.org/news/covid-19-educational-disruption-andresponse Trautwein, U., & Lüdtke, O. (2007). Students’ self-reported effort and time on homework in six school subjects: Between-student differences and within-student variation. Journal of Educational Psychology, 99, 432-444. http://dx.doi.org/10.1037/0022-0663.99.2.432
Valero-Aguayo, L., Rodríguez-Bocanegra, M., Ferro-García, R., & Ascanio-Velasco, L. (2021). Meta-analysis of the efficacy and effectiveness of Parent Child Interaction Therapy (PCIT) for child behaviour problems. Psicothema, 33(4), 544-555. https://doi.org/10.7334/psicothema2021.70
Viechtbauer, W., & Cheung, M.W.-L. (2010). Outlier and influence diagnostics for meta-analysis. Research Synthesis Methods, 1, 112-125.
https://doi.org/10.1002/jrsm.11
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. http://dx.doi.org/10.1080/00131911.2013.780009
Wingard, L., & Forsberg, L. (2009). Parent involvement in children’s homework in American and Swedish dual-earner families.
Journal of Pragmatics, 41, 1576-1595. https://doi.org/10.1016/j.pragma.2007.09.010
Woitschach, P., Fernández-Alonso, R., Martínez-Arias, R., & Muñiz, J. (2017). Influencia de los centros escolares sobre el rendimiento
académico en Latinoamérica [Effects of the schools on the academic achievement in Latin America]. Revista de Psicología y Educación,
12(2), 138-154. http://dx.doi.org/10.23923/rpye2017.12.152
Xu, J., Núñez, J. C., Cunha, J., & Rosário, P. (2020). Online homework distraction scale: A validation study. Psicothema, 32(4), 469-475.
https://doi.org/10.7334/psicothema2020.60