ABSTRACT While teachers and parents are both pivotal in shaping students' academic development, a pattern‐centred understanding of how the school and family microsystems operate differently within the homework mesosystem remains underdeveloped. To address this gap, this study employed a latent profile analysis to identify distinct patterns of teacher and parent homework involvement among Chinese students ( N = 2110; 49.20% female; aged 9–16). The analysis revealed four profiles of teacher involvement and three profiles of parent involvement. We further investigated how these profiles were associated with a range of student outcomes, including homework management, emotions, effort and academic performance. The findings underscore the value of examining nuanced patterns of adult involvement and their distinct implications for students' cognitive, emotional and behavioural engagement with homework.
Huang et al. (Thu,) studied this question.