“Support Me and I’ll Do better”: autonomy-supportive Parenting in Enhancing Adolescents’ Homework Outcomes

This cross-sectional study investigates the role of autonomy-supportive parenting in shaping adolescents’ homework behaviors, drawing on Self-Determination Theory. While prior research has highlighted the benefits of autonomy support for academic motivation and engagement, the mechanisms underlying these effects in the context of homework remain underexplored. Data were collected from 226 families with adolescents aged 10 to 14, using validated measures of perceived parental support, time management, homework completion, and distraction levels. A Common Fate Model was employed to account for shared family dynamics. Results showed that autonomy-supportive parental involvement was linked to more effective time use, greater persistence in completing homework, and reduced distraction, with these self-regulatory processes mediating the relationship between parental support and homework completion. The findings highlight the importance of supportive yet non-controlling parental behaviors in fostering adolescents’ capacity for selfregulated learning and academic persistence.