Homework is widely recognized as a source of stress for both parents and children, but the underlying mechanisms remain unclear. This study tested the hypothesis that the frustration of the basic psychological needs for competence, autonomy and relatedness is the main source of stress and that satisfying these needs should reduce stress and lead to more positive outcomes. Study 1 assessed the associations between parental and child need frustration, homework stress and parental adoption of need-thwarting practices (n = 171 parent/child dyads). Study 2 tested the effectiveness of a four-session parental training (n = 55) program focused on helping parents increase their need-supportive practices. Study 1 confirmed that the more parents experience homework as need-frustrating, the more their children report stress. This finding was mediated by the stress the parents themselves experience, parents' tendency to adopt need-thwarting practices, and the child's experience of homework as need-frustrating. Study 2 showed that a brief intervention aimed at supporting parental need satisfaction reduced parental and child stress and improved parental adoption of need-supportive practices. The theoretical and educational implications are discussed.

Moe A., Katz I., Cohen R., & Alesi M. (2020). Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents. LEARNING AND INDIVIDUAL DIFFERENCES, 82, 101921 [10.1016/j.lindif.2020.101921].

Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents

Alesi M.
2020

Abstract

Homework is widely recognized as a source of stress for both parents and children, but the underlying mechanisms remain unclear. This study tested the hypothesis that the frustration of the basic psychological needs for competence, autonomy and relatedness is the main source of stress and that satisfying these needs should reduce stress and lead to more positive outcomes. Study 1 assessed the associations between parental and child need frustration, homework stress and parental adoption of need-thwarting practices (n = 171 parent/child dyads). Study 2 tested the effectiveness of a four-session parental training (n = 55) program focused on helping parents increase their need-supportive practices. Study 1 confirmed that the more parents experience homework as need-frustrating, the more their children report stress. This finding was mediated by the stress the parents themselves experience, parents' tendency to adopt need-thwarting practices, and the child's experience of homework as need-frustrating. Study 2 showed that a brief intervention aimed at supporting parental need satisfaction reduced parental and child stress and improved parental adoption of need-supportive practices. The theoretical and educational implications are discussed.
Moe A., Katz I., Cohen R., & Alesi M. (2020). Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents. LEARNING AND INDIVIDUAL DIFFERENCES, 82, 101921 [10.1016/j.lindif.2020.101921].
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10447/432614
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