Parental homework involvement has generally been measured through two dimensions: supportive (e.g., autonomy support, provision of structure) or intrusive (e.g., controlling, monitoring). A meta-analysis by Jiang and colleagues investigated the association between these involvement types and students’ mathematics achievement.
The meta-analysis identified 41 effect sizes from 20 empirical studies conducted between 2005 to 2022. The studies, which met the majority of the Joanna Briggs Institute Critical Appraisal Checklist criteria, reported Pearson’s correlation coefficient (r) along with a tool for measuring mathematics achievement. For math achievement, a very small but significant positive effect was found for supportive parental involvement (r = +0.076) and a negative association was found for intrusive parental involvement (r = -0.153). Moderator analysis results included a greater negative association between intrusive parental involvement and math performance for middle school students (r = -0.228) than for primary school students (r=-0.093). No significant differences were found among grade levels for supportive parental involvement.
