Parent and teacher homework involvement and their associations with students' homework disaffection and mathematics achievement

This study examined relations among parents' involvement in students' mathematics homework, mathematics teachers' homework involvement in students' homework, students' mathematics homework disaffection and mathematics achievement outcomes in east-central China using multilevel structural equation modeling where students were treated as the within level and class was treated as the between level. A total of 6100 7th and 8th grader, their parents and 220 mathematics teachers from the Investigation of Curriculum and Instruction in China participated in the study. The results showed that parent homework involvement had a negative relation with student's homework disaffection (γ = −0.120, p < .001), and student's homework disaffection had a negative relation with student mathematics achievement outcomes (γ = −0.060, p = .002), while parent homework involvement had a small positive indirect relation with student mathematics achievement outcomes through student's homework disaffection (γ = 0.007, p = .006). Types of homework that the teacher assigned, the grading method, and the consistency between homework and class content also were associated with student's homework disaffection. The implications of the study were discussed.