ABSTRACT
In 2001, we reviewed the literature on parental involvement in homework with the goal of taking stock of what we know and how we know it (Hoover-Dempsey et al. 2001). From this review, three primary conclusions emerged:
1 parents’ homework involvement activities take many forms, ranging from establishing structures for homework performance to teaching for understanding and developing student learning strategies;
2 this array of parent behaviours infl uences students largely through the psychological mechanisms of encouragement, modelling, reinforcement and instruction;
3 parents’ homework involvement infl uences student success primarily because it supports student attributes related to achievement (e.g. perceptions of personal competence, self-regulatory skills).
