Actor–partner effects in homework ınvolvement: how children’s requests shape parental support

Abstract This study examined the factors associated with parental involvement in homework using a dyadic approach from both parent and student perspectives. Participants were 390 middle school students and their parents from three schools in a metropolitan area of northwestern Türkiye. Findings indicated that parents generally perceived their involvement in homework as higher than their children reported. A key factor influencing parental involvement was the child’s explicit request for help, underscoring the role of direct communication. Parents who reported high academic expectations for their children also tended to be more engaged in homework-related activities. Additionally, students who demonstrated greater interest in and effort toward homework were more likely to perceive supportive parental involvement. These results highlight the actor–partner dynamics of parent–child communication in shaping effective homework support.