Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track

Trautwein, Ulrich; Lüdtke, Oliver

doi:10.1016/j.learninstruc.2008.05.001

Cited by 131 publications

(140 citation statements)

References 42 publications

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“…Al igual que en otros trabajos (Trautwein et al, 2002;Trautwein & Lüdtke, 2009), los datos aportados por el presente estudio indicaron que el número de TPC realizadas predice positiva y significativamente el rendimiento académico: a mayor número de TPC realizadas mayor rendimiento, y viceversa.…”

Section: Resultsunclassified

“…En primer lugar, controlado el efecto del género y el curso, al igual que otros trabajos realizados sobre este tema (De Jong et al, 2000;Tam, 2009;Trautwein, 2007;Trautwein et al, 2002;Trautwein & Lüdtke, 2009), en la presente investigación se encuentra que el tiempo invertido en la realización de las TPC predice negativamente el rendimiento académico. En segundo lugar, el tamaño del coeficiente de regresión es muy pequeño, lo cual puede estar próximo a los resultados de algunos estudios que no encontraron relación alguna entre ambas variables.…”

Section: Resultsunclassified

“…Además, la relación es significativa y positiva, lo que indica que cuanto más se aproveche el tiempo mayor será el rendimiento académico logrado. Los resultados obtenidos en las investigaciones con esta variable indican que el esfuerzo dedicado a las TPC predice positiva y significativamente el rendimiento acadé-mico (Trautwein, 2007;Trautwein et al, 2002;Trautwein & Lüdtke, 2009).…”

Section: Resultsunclassified

“…Sin embargo, mientras que algunas revisiones de trabajos previos (Cooper, 1989;Cooper, Robinson, & Patall, 2006;Walberg, 1991) informan de una relación positiva entre el tiempo dedicado a las TPC y el rendimiento, otros investigadores informan de que dicha relación es, incluso, negativa (De Jong, Westerhof, & Creemers, 2000;Tam, 2009;Trautwein, 2007;Trautwein, Köller, Schmitz, & Baumert, 2002;Trautwein & Lüdtke, 2009). Por lo que se refiere a la cantidad de TPC prescritas y su relación con el rendimiento académico, como se ha indicado ya previamente, los resultados de las investigaciones realizadas en la que se incluyeron ambas variables indican claramente que la asignación y realización de TPC está asociada positivamente con el rendimiento de los estudiantes (Trautwein, 2007;Trautwein et al, 2002).…”

Section: Estudiounclassified

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Tareas Para Casa, Rendimiento Académico E Implicación De Padres Y Profesores

Suárez¹,

Núñez²,

Vallejo³

et al. 2017

Revista INFAD de Psicología

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Homework (HW) is one of the most common school activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. Although there exist arguments use of HW in academic settings, such as when Time magazine, in 1999, warned that HW could disturb students and their families routines, opinions towards HW are primarily favorable; the use of HW is supported by numerous authors and is acknowledged as an indicator of successful schools and students. Doing HW is aimed at improving students' study skills and their attitudes towards future work, as well as teaching students that learning takes place both inside and outside of the school setting. Moreover, those who favor assigning of HW argue that doing HW improves students' academic achievement and fosters their autonomy once they are stimulated to self-regulate their study behavior responsibly.Keywords: homework, academic achievement, parental involvement, teachers involvement. RESUMENLas Tareas para Casa (TPC), en el ámbito anglosajón "homework" y en el español denominadas "deberes escolares", constituyen una de las actividades más rutinarias del ámbito escolar y es por ello que forman parte de la realidad cotidiana de alumnos y profesores. Pese a su actual presencia en el contexto académico, la necesidad de prescribir TPC a los estudiantes ha sido ampliamente

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Section: Resultsunclassified

Section: Estudiounclassified

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Tareas Para Casa, Rendimiento Académico E Implicación De Padres Y Profesores

Suárez¹,

Núñez²,

Vallejo³

et al. 2017

Revista INFAD de Psicología

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“…With respect to quality, previous studies reveal that completion and a high quality improve academic achievement to a larger extent as compared to simply giving more homework (Cooper, Lindsay, Nye, & Greathouse, 1998). A second limitation is that we explore homework assignment behavior, but ignore parents' and students' attitudes towards homework (Trautwein & Lüdtke, 2009). Our model implies that homework reflects a students' motivation.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Can parents’ homework assigned compensate for disadvantaged students’ learning achievement in Mainland China?

Zhao¹,

Valcke²,

Desoete³

et al. 2016

IJRSE

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Homework aims to improve variables and processes related to academic achievement. In China, homework assignments are not only given by teachers, but also by parents and students themselves. In present study we focus on the impact of additional homework developed by parents and learners. The data comes from 10,959 students enrolled in Chinese primary schools. The results reveal that parents and students from disadvantaged families approach homework as a way to compensate for an unprivileged background. Students develop homework assignments depending on the extent to which their parents develop homework. It shows that the learning performance of students improves significantly when their parents with low level jobs assign a moderate level of homework. In contrast, student achievement is significantly lower when their parents with high level jobs don't assign any homework. Students from disadvantaged families benefit largely from homework involvement. Although there is a certain compensatory impact of homework, educational authorities should provide additional support to students from disadvantaged families.

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Relationship between homework time and academic and non‐academic performance in China: A preliminary test of the nonlinear hypothesis

Shao,

Liu,

Zhao

et al. 2023

British Educational Res J

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Inspired by complex system theory, this study adopts a multilevel piecewise regression model to examine the relationship between homework time and the development of students in different grades using a large‐scale testing database in China. The results indicate that the relationship between homework time and students’ performance is positive when homework time is less than the cut‐off values and becomes negative when homework time is greater than the cut‐off values. For different dependent variables, the cut‐off values of homework time differ but are all within a range (1–1.2 h for grade 4 and 1.7–2 h for grade 8). The reasons for the difference in cut‐off values among students in different grades are discussed.

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Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track

Cited by 131 publications

References 42 publications

Tareas Para Casa, Rendimiento Académico E Implicación De Padres Y Profesores

Tareas Para Casa, Rendimiento Académico E Implicación De Padres Y Profesores

Can parents’ homework assigned compensate for disadvantaged students’ learning achievement in Mainland China?

Relationship between homework time and academic and non‐academic performance in China: A preliminary test of the nonlinear hypothesis

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