Table_1_Reciprocal relationships between parental and scholastic homework assistance and students’ academic functioning at elementary school.DOCX

Homework assistance is provided both by parents and by institutions, for example, full-day schools. Previous research found evidence that the quality of homework assistance – measured by three dimensions derived from the self-determination theory, namely, responsiveness, structure, and control – is reciprocally related with students’ academic functioning (i.e., achievement and homework behavior). However, findings on parental homework assistance have been consistent only for the secondary level, whereas elementary school students have been studied less and previous results obtained for this population are inconclusive. Moreover, research on homework assistance that is given at school is scarce. Therefore, the present study aimed to investigate whether reciprocal associations between the quality of homework assistance and students’ academic functioning in elementary school can be found (1) for parental homework assistance and (2) for scholastic homework assistance. We calculated cross-lagged panel models based on longitudinal data from 335 German fourth graders collected in autumn 2019 (September and October) and winter 2020 (February and March). The analyses for scholastic homework assistance were based on a subsample of 112 students. Whereas responsiveness and structure did not predict students’ outcomes in the way we expected, control had unfavorable relationships in both homework settings. Moreover, parental control was reciprocally related with students’ mean grades in three subjects. The positive forms of homework assistance (responsiveness and structure) were predicted by different indicators of academic functioning in the two homework settings.

家庭作业辅导的供给主体涵盖家长与教育机构（例如全日制学校）。过往研究表明，家庭作业辅导质量（由自我决定理论（Self-Determination Theory）衍生的回应性、结构性与控制性三个维度进行衡量）与学生的学业机能（即学业成绩与作业行为）呈双向相关关系。然而，针对家长提供家庭作业辅导的研究结论仅在中学阶段保持一致；针对小学生群体的相关研究较为匮乏，且既有针对该群体的研究结果尚无定论。此外，针对校内提供的家庭作业辅导的相关研究同样极少。有鉴于此，本研究旨在探究小学阶段家庭作业辅导质量与学生学业机能之间的双向相关关系是否存在，分别针对（1）家长提供的家庭作业辅导，以及（2）校内提供的家庭作业辅导。本研究基于2019年秋季（9月、10月）与2020年冬季（2月、3月）收集的335名德国四年级学生的纵向数据，构建交叉滞后面板模型。针对校内家庭作业辅导的分析则基于其中112名学生的子样本展开。尽管回应性与结构性并未如研究预期般对学生学业结果产生预测作用，但控制性在两类辅导场景中均表现出不利关联。此外，家长的控制性辅导与学生三门学科的平均成绩呈双向相关关系。两类辅导场景中，正向家庭作业辅导行为（即回应性与结构性辅导）分别受到不同维度的学业机能指标的预测。