Structural and convergent validity of the homework performance questionnaire

Pendergast, Laura L.; Watkins, Marley W.; Canivez, Gary L.

doi:10.1080/01443410.2013.785058

Cited by 4 publications

(9 citation statements)

References 32 publications

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“…The study provided strong evidence to support the structural validity of the HPQ-T and HPQ-P for assessing student homework performance. The expected factor structure for each scale, based on studies of previous versions of the HPQ scales (Pendergast et al, 2014;Power et al, 2007), was confirmed through CFAs. Among several models tested, the bifactor model was the best fitting and most parsimonious for each scale.…”

Section: Discussionmentioning

confidence: 99%

“…The HPQ-P was demonstrated to assess four factors: Student Task Orientation and Efficiency, Student Competence, Teacher Support, and Parent Involvement, although the Parent Involvement factor demonstrated severely skewed responses. Further, there is preliminary support for the construct validity of the subscales in a general, school-based sample (Pendergast et al, 2014), and in a clinical sample of children with ADHD (Mautone et al, 2012).…”

Section: Contribution Of the Homework Performance Questionnaire (Hpq)mentioning

confidence: 99%

“…The first factor appears to refer to student homework self-regulation. This factor consists of many of the items loading on the student responsibility factor identified in previous factor analytic studies (Pendergast et al, 2014;Power et al, 2007).…”

Section: Hpq-tmentioning

confidence: 99%

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

Power¹,

Watkins²,

Mautone³

et al. 2015

School Psychology Quarterly

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Contribution Of the Homework Performance Questionnaire (Hpq)mentioning

confidence: 99%

See 1 more Smart Citation

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

Power¹,

Watkins²,

Mautone³

et al. 2015

School Psychology Quarterly

Self Cite

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“…Homework assignments enhance interpretative skills (Fan et al, 2017;Xu, Benson, Mudrey-Camino, & Steiner, 2010), promote the development of good study habits and skills (Cooper, 2001b), improve learning (Ramdass & Zimmerman, 2011), prepare students for exams, and reinforce concepts learnt in the course (Cooper, 2001a). However, several researchers have reported a negative student attitude towards homework assignments, which undermines their benefits as a learning instrument (Kravolec & Buell, 2011;Pundergast et al, 2014;Shunk, 2001). Specifically, students do not envision these as a functional activity for learning.…”

Section: The Importance Of Homework In Active Learningmentioning

confidence: 99%

“…There are numerous benefits for students by doing such activities in terms of problem solving and critical thinking (Hailey, 2018). However, the lack of feedback and face to face interactions lead to a limited development of key skills amongst students (Pundergast, Watkins, & Canivez, 2014). Therefore, students often envision homework assignments as mandatory tasks to accomplish or activities to obtain informal grades.…”

Section: Introductionmentioning

confidence: 99%

Engaging in homework development: TARSIS platform as an innovative learning methodology

Buitrago¹

2020

AJET

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The paramount importance of active pedagogical learning for the development of skills and competences is now unquestionable. However, homework assignments in engineering courses are still passive learning instruments that often appear as requirements rather than learning tools. This issue arises due that the teaching team usually does not have the capabilities to provide real-time feedback, neither to enable students to fix errors on a timely manner to enhance the process of learning. To overcome this challenge, we developed a novel Blended-like methodology for homework assignments called TARSIS. This methodology uses a platform to boosts the contribution of homework assignments in the learning process by using an attempt mechanism for online solution, combined with a real-time feedback scheme in both virtual and face-to-face environments. The platform is very intuitive to use and offers full flexibility for self-paced learning. In this study, we describe the methodology and use a mixed-method research approach to assess the performance of TARSIS. Results indicate that students enrolled with TARSIS achieved higher performance in both homework assignments and exams. Furthermore, students’ perceptions demonstrate higher enthusiasm and motivation towards the value of homework assignments as mechanisms to promote learning processes.

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Race and Gender Differences in Teacher Perceptions of Student Homework Performance: a Preliminary Examination

Pendergast

Nickens

Pham

et al. 2017

Contemp School Psychol

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Structural and convergent validity of the homework performance questionnaire

Cited by 4 publications

References 32 publications

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

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

Engaging in homework development: TARSIS platform as an innovative learning methodology

Race and Gender Differences in Teacher Perceptions of Student Homework Performance: a Preliminary Examination

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