Classwork and homework in early adolescence: The ecology of achievement

Abstract

Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

“…Indeed, adolescents in the US spend less time doing homework than adolescents in other industrialized countries (Larson 2001), suggesting that cultural factors may be important to consider when examining how time spent on various activities impacts teens' (and children's) sleep functioning. Further, time spent on homework may increase adolescents' stress and depressive symptomatology (Kouzma and Kennedy 2002;Leone and Richards 1989), which may in turn further impact sleep functioning.…”

High School Homework Habits and Success in First-year Engineering

“…Most studies on homework have investigated the relationship between some aspect of homework, such as how much 10 , or type of assignment 11 , and performance in the current course. What is lacking in the literature are studies investigating the relationship between homework completion in high school and performance in college.…”

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

“…Earlier advances have supported the influence of emotional experiences on academic performance by providing empirical evidence with a main focus on domain differences (Leone & Richards, 1989;Verma et al, 2002). More recently, the focus was brought on structural relations between different types of academic emotions and achievement outcomes (Dettmers et al, 2011;Goetz et al, 2012;Goetz et al, 2013;Stephanou, 2011).…”

“…This recent research discusses students' emotional experiences during mathematics homework (Dettmers et al, 2011;Goetz et al, 2012). Generally speaking, the homework assignments are considered "emotionally charged activities" (Dettmers et al, 2011, p. 25), where students seem to experience the most unpleasant emotions when compared with other academic situations (Leone & Richards, 1989). For instance, Dettmers et.…”