The relationship between adult involvement in homework/schoolwork and the academic self-concept of primary school age children in Ireland in the context of the COVID-19 pandemic

This thesis examines the relationship between academic self-concept and parental involvement in homework among primary school children, through a systematic literature review and an empirical study. The systematic review synthesised quantitative studies and found evidence for a predictive relationship between parental involvement in homework and academic self-concept, with some support for a reciprocal effect. Autonomy supportive forms of parental involvement were linked to higher academic self-concept, while parental intrusion/control was associated with lower levels of academic self-concept. The empirical research study was a secondary analysis of quantitative data from the Children’s School Lives study national longitudinal study of primary school-aged children in Ireland. Data from a cohort of 1,784 children (Mage = 8.07 years) were gathered during three consecutive school years spanning the COVID-19 pandemic. The trajectory of academic self-concept over the course of the COVID-19 pandemic did not follow the hypothesised pattern. Contrary to hypotheses, adult help with homework and parental engagement in remote schooling did not predict academic self-concept when controlling for sociodemographic factors. Parent personal support positively predicted academic self-concept at wave 1, but not at subsequent waves. Findings may guide advice given to teachers and parents about adult involvement in learning to help support the development of positive academic self-concept among primary school-aged children. Strengths and limitations of the systematic review and empirical study, and their implications for educational psychology practice, are discussed.