Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school.

Abstract

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, and to evaluate gender and grade-level differences in factor scores. The HPQ was administered in 4 states from varying regions of the United States. The validation sample consisted of students (n = 511) for whom both parent and teacher ratings were obtained (52% female, mean of 9.5 years of age, 79% non-Hispanic, and 78% White). The cross-validation sample included 1,450 parent ratings and 166 teacher ratings with similar demographic characteristics. The results of confirmatory factor analyses demonstrated that the best-fitting model for teachers was a bifactor solution including a general factor and 2 orthogonal factors, referring to student self-regulation and competence. The best-fitting model for parents was also a bifactor solution, including a general factor and 3 orthogonal factors, referring to student self-regulation, student competence, and teacher support of homework. Gender differences were identified for the general and self-regulation factors of both versions. Overall, the findings provide strong support for the HPQ as a multi-informant, multidimensional measure of homework performance that has utility for the assessment of elementary and middle school students.

Reciprocal Effects Among Parental Homework Support, Effort, and Achievement? An Empirical Investigation

“…The amount of time they spent on math assignments were 36.3 min ( SD = 28.3) at Time 1 and 45.3 min ( SD = 34.8) at Time 2. These practices are similar with other research conducted in China ( Xu, 2016 ; Xu et al, 2017 ). For instance, in one study involving Chinese students in grade 8 ( Xu et al, 2017 ), 78.5% students did math assignments four or more days weekly, with about 34 min spent on math assignments each day ( SD = 22.0).…”

“…Several studies has investigated relations between several forms of parental homework involvement and achievement ( Dumont et al, 2014 ; Moroni et al, 2015 ; Xu et al, 2017 ). Moroni et al (2015) examined the impacts of parental homework involvement on reading achievement, based on 1,685 6th graders from Switzerland.…”

“…To examine whether autonomy- and content-oriented support are empirically distinguishable, Xu et al (2017) validated the Parental Homework Support Scale (PHSS) based on 796 8th graders in China. Both EFA and CFA results revealed that the PHSS included two subscales: Autonomy-oriented Support (4-item; α = 0.91) and Content-oriented Support (4-item; α = 0.88).…”

Longitudinal evaluation of the importance of homework assignment completion for the academic performance of middle school students with ADHD

“…As such, measures need to be developed that comprehensively evaluate each step of the homework completion cycle in order to provide proximal indices of change for interventions targeting homework completion. One measure recently developed that has parent and teacher versions and that assesses multiple aspects of the homework completion cycle is the Homework Performance Questionnaire (Power et al, 2014). Another measure that broadly assesses the academic behaviors that adolescents with ADHD struggle with including homework behaviors is the Adolescent Academic Problems Checklist (AAPC; Sibley, Altszuler, Morrow, & Merrill, 2014).…”

Evaluating the Factor Validity of the Children’s Organizational Skills Scale in Youth with ADHD

“…For example, the Homework Problems Checklist (HPC; Anesko, Schoiock, Ramirez & Levine, 1987) is a parent-completed measure that contains items that ask how frequently a child forgets an assignment or does not have all materials necessary to complete an assignment. The Homework Performance Questionnaire (HPQ; Power et al, 2007; Power et al, 2015) also provides an assessment of homework performance in terms of competence and skills and has both parent and teacher versions. However, items from both measures are specific to homework problems, and do not measure many aspects of OTMP abilities.…”