Moreover, a higher level of parental awareness of child's homework preferences was associated with a child having both higher achievement and more positive attitudes toward homework. Hong, Milgram, and Perkins (1995) compared the level of parental awareness between Korean and U.S. parents. Korean parents reported higher levels of awareness of their children's homework motivation and preference and understood some components of their children's preferences that are highly important in determining the efficacy of homework behavior. For example, Korean parents understood a child's need for appropriate lighting, an aspect of the learning environment that parents can easily adjust for children. The effects of parental understanding on the attitude toward homework and on homework achievement of children were also examined.
In both studies it was found that parents, as a group, had a relatively accurate understanding of the conditions under which their children prefer to do their homework. Moreover, children who shared with their parent an understanding of their preferences for learning at home, had a more positive attitude toward homework than those who did not. Understanding by parents of their children's homework preferences might result in a more positive attitude toward homework. On the other hand, it is one thing for a parent to understand the child's preferences and quite another to accommodate it and allow the child to do homework that way. For example, a parent might understand that the child prefers to do homework while sprawled on the floor, with music playing, but adamantly refuses to allow this to occur. Perhaps in Hong Kong, parents were both aware of their children's homework preferences and allowed them to do their assignments that way; or many Chinese students already do their homework in the way their parents prefer them to do.