The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

Trautwein, Ulrich

doi:10.1016/j.learninstruc.2007.02.009

Cited by 286 publications

(301 citation statements)

References 32 publications

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“…Homework, therefore, is an important activity to promote further development of skills learned in school. Research has consistently demonstrated that school students who do homework have consistently higher academic attainment compared to those who do not (Cooper, Robinson, & Patall, 2006;Trautwein, 2007;Trautwein, Köller, Schmitz, & Baumert, 2002). Despite strong support for the relation between homework and academic attainment, there is evidence that students do not always complete their assignments or fail to invest sufficient effort in completing them.…”

Section: Homework and Educational Outcomesmentioning

confidence: 99%

“…Research demonstrates that a substantial proportion of school students fail to adequately complete set homework, which could potentially limit learning and adversely affect long-term academic attainment (Markow, Kim, & Liebman, 2007). There is also evidence that the degree of effort that students invest in completing their homework assignments is related to more effective learning and better grades (Trautwein, 2007;Trautwein, Ludtke, Kastens, & Koller, 2006). Educators and teachers are, therefore, interested in identifying the motivational factors associated with school students' completion of, and effort invested in, homework assignments.…”

Section: Homework and Educational Outcomesmentioning

confidence: 99%

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Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Hagger

Sultan

Hardcastle

et al. 2015

Contemporary Educational Psychology

139

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We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' selfreported homework behavior and homework grades from students' class teachers were

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Section: Homework and Educational Outcomesmentioning

confidence: 99%

Section: Homework and Educational Outcomesmentioning

confidence: 99%

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Hagger

Sultan

Hardcastle

et al. 2015

Contemporary Educational Psychology

139

View full text Add to dashboard Cite

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“…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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The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach

Jerrim

López-Agudo

Gutiérrez

2019

British Educational Res J

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Homework has traditionally been considered positive for students’ academic achievement, to the extent that it makes children more responsible while learning. Nevertheless, making students do a large amount of homework has been one of the most criticised practices in recent years. Parental associations have long held the view that Spanish elementary school pupils spend too much time on homework. This situation is so alarming that it has recently caused a ‘homework strike’, which has been supported by many children's parents. Furthermore, being assigned an excessive amount of homework is a serious problem which extends well beyond Spain. In light of this context, this article aims to provide new evidence on the relationship between homework and academic performance. To carry out this research, rich longitudinal census data, together with a twin fixed‐effects approach and value‐added models, have been used. In this way, we can control for variables that are the same within twins, allowing us to generate a better understanding of the association between homework time and primary children's academic achievement. Our main finding is that homework is not associated with young people's academic achievement (at least within this specific country context).

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The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

Cited by 286 publications

References 32 publications

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

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

The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach

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