<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1886-144X</journal-id>
<journal-title><![CDATA[Psicothema]]></journal-title>
<abbrev-journal-title><![CDATA[Psicothema]]></abbrev-journal-title>
<issn>1886-144X</issn>
<publisher>
<publisher-name><![CDATA[Colegio Oficial de Psicólogos del Principado de Asturias]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1886-144X2024000100001</article-id>
<article-id pub-id-type="doi">10.7334/psicothema2023.92</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Parental homework involvement and students' achievement: a three-level meta-analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Implicación de los padres en los deberes y rendimiento académico: un meta-análisis de tres niveles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[Jianzhong]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guo]]></surname>
<given-names><![CDATA[Shengli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feng]]></surname>
<given-names><![CDATA[Yuxiang]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ma]]></surname>
<given-names><![CDATA[Yidan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[Yichi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fan]]></surname>
<given-names><![CDATA[Huiyong]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Mississippi State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Bohai University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Bohai University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Bohai University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Bohai University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,University of Oviedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Bohai University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>China</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>14</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1886-144X2024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1886-144X2024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1886-144X2024000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Background:  Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students' achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies.  Method:  We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants.  Results:  Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students' achievement (r = &#8722;0.064, p &lt; .001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students' achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender.  Conclusions:  Given that parental autonomy support was the only dimension that was positively related to students' achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Antecedentes:  Mediante un meta-análisis de tres niveles, el objetivo de esta investigación fue examinar la relación entre la participación de los padres en los deberes escolares y el rendimiento académico de los estudiantes, así como estudiar el rol mediador en esta relación de ciertas variables que podrían haber estado relacionadas con algunos resultados inconsistentes en estudios primarios.  Método:  Se identificaron 28 estudios, con 252 tamaños del efecto, para un total de 378222 participantes.  Resultados:  Los resultados revelaron una débil relación negativa entre la implicación de los padres en los deberes y el rendimiento de los estudiantes (r = &#8722;0,064, p &lt; 0,001). Esta relación fue moderada por el tipo de implicación parental. Específicamente, el rendimiento de los estudiantes se relacionó positivamente con el apoyo a la autonomía, pero no con el apoyo al contenido, el control de los padres, la frecuencia y la combinación de estas dimensiones. Además, dicha relación fue moderada por la medida de rendimiento, el curso de los estudiantes y el género de los padres.  Conclusiones:  Es necesaria más investigación cualitativa sobre lo que ocurre en torno a las interacciones entre padres e hijos a la hora de la realización de los deberes escolares.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Parental homework involvement]]></kwd>
<kwd lng="en"><![CDATA[Students' achievement]]></kwd>
<kwd lng="en"><![CDATA[Meta-analysis]]></kwd>
<kwd lng="en"><![CDATA[Moderator analysis]]></kwd>
<kwd lng="en"><![CDATA[Autonomy support]]></kwd>
<kwd lng="es"><![CDATA[Deberes escolares]]></kwd>
<kwd lng="es"><![CDATA[Implicación parental]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Meta-análisis]]></kwd>
<kwd lng="es"><![CDATA[Variables moderadoras]]></kwd>
</kwd-group>
</article-meta>
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