Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?

Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support and achievement among first- and second-grade students followed for one academic year (Study 1, N = 563) and middle and high school students for two academic years (Study 2, N = 1,613). The samples were obtained from large urban areas in the United States. In both studies, intrusive homework support more strongly predicted a decrease in achievement over time for children with a fixed mindset. These findings suggest that the belief that intellectual ability cannot be changed may exacerbate the detrimental effects of uninvited help on academic work. Public Significance Statement: Across two prospective longitudinal studies, the present study, for the first time, showed that intrusive homework support predicted lower math achievement among children with a fixed mindset but not among children with a growth mindset. These findings show how well-intended parental help can backfire, particularly for children who believe that ability is fixed. [ABSTRACT FROM AUTHOR]