The role of parent and teacher involvement in shaping academic emotions

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dc.contributor.authorAvcı, Süleyman
dc.contributor.authorAvcu, Akif
dc.contributor.authorAkıncı, Tuncay
dc.contributor.authorKafadar, Elif Nazlı
dc.contributor.authorKopuz, Melike
dc.contributor.authorIşkin, Berin Esma
dc.date.accessioned2026-02-19T07:02:02Z
dc.date.available2026-02-19T07:02:02Z
dc.date.issued2026
dc.departmentYüksekokullar, Yabancı Diller Yüksekokulu
dc.description.abstractBackground: The 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. Methods: Data 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). Results: Five 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. Conclusions: The 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.
dc.identifier.doi10.1186/s40359-026-03985-w
dc.identifier.issn2050-7283
dc.identifier.issue1
dc.identifier.pmid41546102
dc.identifier.scopus2-s2.0-105029843924
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1186/s40359-026-03985-w
dc.identifier.urihttps://hdl.handle.net/11501/2646
dc.identifier.volume14
dc.identifier.wosWOS:001688605400003
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.indekslendigikaynakWeb of Science
dc.institutionauthorKafadar, Elif Nazlı
dc.institutionauthorid0009-0003-9610-0064
dc.language.isoen
dc.publisherBioMed Central Ltd
dc.relation.ispartofBMC Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAcademic Emotions
dc.subjectHomework
dc.subjectParent Involvement
dc.subjectTeacher Involvement
dc.titleThe role of parent and teacher involvement in shaping academic emotions
dc.typeArticle

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