The role of parent and teacher involvement in shaping academic emotions

Abstract

Background: The aim of this study is to identify profiles of middle school students’ mathematics homework based on their perceived parental and teacher involvement, and to examine how these profiles relate to students’ homework-related emotions. The study is grounded in Control-Value Theory, which emphasizes the role of perceived control and value in shaping achievement emotions. Methods: Data were collected from 962 middle school students. Latent Profile Analysis was employed to identify distinct student profiles based on the dimensions of parental involvement (content support, autonomy support, and control) and teacher involvement (homework quality, feedback quality, autonomy support, and feedback frequency). Results: Five distinct profiles emerged: Parent-Focused Low Involvement, Harmonic Involvement, Controlling High Involvement, Uninvolved Solitude, and Optimal Involvement. Students in profiles with high levels of both perceived parental and teacher support reported more positive and fewer negative homework-related emotions. Age significantly predicted profile membership, whereas gender did not. Conclusions: The findings underscore the importance of combined perceived parental and teacher involvement in fostering positive homework-related emotions among students. This study contributes to the literature by applying Control-Value Theory to explain the emotional outcomes of homework practices and offers practical implications for educators and parents seeking to provide effective support to students.