Background: Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students’ achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies.
Method: We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants.
Results: Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students’ achievement ( r = −0.064, p < 0.001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students’ achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender.
Conclusions: Given that parental autonomy support was the only dimension that was positively related to students’ achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school.