Work

“Support Me and I’ll Do better”: autonomy-supportive Parenting in Enhancing Adolescents’ Homework Outcomes

Year: 2026

Type: article

Abstract: This cross-sectional study investigates the role of autonomy-supportive parenting in shaping adolescents’ homework behaviors, drawing on Self-Determination Theory. While prior research has highlighted the benefits of autonomy support for academic motivation and engagement, the mechanisms underlying these effects in the context of homework remain underexplored. Data were collected from 226 families with adolescents aged 10 to 14, using validated measures of perceived parental support, time management, homework completion, and distraction levels. A Common Fate Model was employed to account for shared family dynamics. Results showed that autonomy-supportive parental involvement was linked to more effective time use, greater persistence in completing homework, and reduced distraction, with these self-regulatory processes mediating the relationship between parental support and homework completion. The findings highlight the importance of supportive yet non-controlling parental behaviors in fostering adolescents’ capacity for self-regulated learning and academic persistence.

Source: School Mental Health

DOI: 10.1007/s12310-026-09856-4

Authors: Federica Papa, Concettina Caparello, Francesca Cuzzocrea, Valeria Verrastro, Francesca Liga

Institutions: University of Campania "Luigi Vanvitelli", Università degli Studi di Enna Kore, Magna Graecia University, University of Messina

Language: English

Topic: Parental Involvement in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,190