ArticleBMC psychology2026
The role of parent and teacher involvement in shaping academic emotions.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
6 authors.
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Abstract
backgroundThe 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.
methodsData 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).
resultsFive 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.
conclusionsThe 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.
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