Türkiye’de Kentsel K-12 Okullarında Aile Özelliklerinin Ebeveynlerin Ev Ödevi Katılımı Üzerindeki Etkisi

Öz

Ev ödevine ebeveyn katılımına ilişkin geniş bir literatür bulunmasına rağmen, demografik özelliklerin ebeveynlerin ev ödevi sürecine katılım davranışlarındaki farklılıklarla ne ölçüde ilişkili olduğunu ortaya koyan çalışmalar sınırlıdır. Bu çalışmada ebeveynlerin eğitim düzeyi, yaşı, sosyoekonomik durumu, aile tipi ve aile büyüklüğü ile çocukların cinsiyeti, doğum sırası, akademik başarısı ve yaşı ile ebeveynlerin ev ödevine katılımı arasındaki ilişkiler incelenmiştir. Araştırma verileri ilkokul, ortaokul ve lise düzeyinde öğrenim gören öğrencilerin 558 ebeveyninden toplanmıştır. Ebeveyn katılımı, ortam–zaman yönetimi ve motivasyon–duygu yönetimi boyutlarını kapsayan Ebeveyn Ev Ödevi Yönetimi Ölçeği ile ölçülmüştür. Bulgular, doğum sırası, akademik başarı, çocuk yaşı, ebeveyn yaşı ve aile büyüklüğü ile ebeveyn katılımı arasında anlamlı ilişkiler bulunduğunu; ancak bu ilişkilerin genel olarak düşük düzeyde olduğunu göstermiştir. Buna karşılık, çocuğun cinsiyeti, ebeveyn eğitimi, sosyoekonomik durum ve aile tipi ile ebeveyn katılımı arasında anlamlı bir ilişki bulunmamıştır. İleri analizler, demografik değişkenlerin büyük çoğunluğunun ebeveynlerin ev ödevine katılım davranışlarını anlamlı düzeyde yordamadığını ortaya koymuştur. Genel olarak bulgular, demografik özelliklerin ebeveyn katılımındaki farklılıkları açıklamada sınırlı kaldığını ve bu davranışların anlaşılmasında daha yakın düzeydeki psikolojik ve motivasyonel süreçlerin incelenmesinin önemli olabileceğini göstermektedir.

Anahtar Kelimeler

• Ebeveynlerin ev ödevi sürecine katılımı
• Aile özellikleri
• Ev ödevi yönetimi

Family Characteristics and Parental Homework Involvement in Urban Turkish K–12 Schools

Öz

Despite extensive research on parental involvement in homework, limited evidence exists regarding the extent to which demographic characteristics are associated with variations in parents’ homework engagement behaviors. This study examined the relationships between parental education, age, socioeconomic status, family type and size, as well as children’s gender, birth order, academic achievement, and age and parental homework involvement. Data were collected from 558 parents of primary, middle, and high school students. Parental involvement was assessed using the Parental Homework Management Scale, which captures environment–time management and motivation–emotion management behaviors. The findings indicated that birth order, academic achievement, child age, parental age, and family size were significantly associated with parental involvement; however, these relationships were consistently weak. In contrast, child gender, parental education, socioeconomic status, and family type were not significantly associated with parental involvement. Further analyses showed that most demographic variables were not significant predictors of homework involvement behaviors. Overall, the findings suggest that demographic characteristics are limited in explaining variation in parental homework involvement, pointing to the potential importance of more proximal psychological and motivational factors in understanding these behaviors.

Anahtar Kelimeler

• Parental homework involvement
• Family characteristics
• Homework management

Kaynakça

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