Parental involvement in homework to foster self-regulated learning skills: a qualitative study with parents from selected higher quintile schools

Abstract

The lack of parental involvement and poor self-regulation among learners have been identified as significant factors affecting the ongoing high rates of failure and dropout in schools situated in the lower socioeconomic strata. In South Africa, the extent and quality of parental involvement vary widely across different school quintiles and are closely linked to the socioeconomic status of the families. Nevertheless, certain elements may either facilitate or hinder parents’ participation in their children’s homework, with the aim of fostering self-regulated learning abilities. This qualitative research engaged eight parents, who were strategically selected through snowball sampling from two primary schools and three secondary schools, reflecting their children’s places of education. The research aimed to explore the methods by which parents of students in higher quintile schools assist in cultivating self-regulated learning competencies in their offspring via involvement in homework. Data collection was conducted through individual semi-structured interviews. Findings reveal that the participants’ authoritative, autonomy-supportive parenting styles, alongside their educational backgrounds and socioeconomic standing, enable them to instil a range of self-regulated learning skills in their children. However, it was noted that several crucial skills associated with volition, self-reflection, and self-regulation in learning remain underdeveloped. The insights gained from this study present actionable strategies that schools and educators can adopt to guide and support parents in enhancing their children’s self-regulated learning skills through active involvement in homework tasks.