Complete Homework Assignments Research Articles

Implementation, feasibility, and acceptability of quality of life therapy to improve positive emotions among patients with implantable cardioverter defibrillators.

Implantable cardioverter defibrillators (ICDs) save lives, but often induce significant psychological distress among patients. Positive psychological constructs are associated with improved outcomes among cardiac patients. In this NHLBI-funded randomized controlled trial, one aim was to evaluate the feasibility and acceptability of a positive psychology intervention (Quality of Life Therapy; QOLT, n = 11), compared to a Heart Healthy Education (HHE) control (n = 10), among ICD patients. A majority of participants across groups attended all 12 sessions (71%) and completed homework assignments (80%). Agreement on participant engagement and interventionist protocol adherence were high, with no differences between groups (ps > 0.20). A greater proportion of QOLT participants rated their sessions was "very" helpful compared to HHE participants (63% vs. 10%, p = 0.19). These initial data support the feasibility and acceptability of QOLT. A larger-scale trial using positive psychology interventions among ICD patients is indicated to determine potential mechanisms underlying the relationship between positive psychological constructs and cardiovascular health.

A Feasibility Study of Behavioral Activation for Major Depressive Disorder in a Community Mental Health Setting

Behavioral activation (BA) is a well-supported treatment approach, but little research has been conducted on the effectiveness of this treatment within publicly funded community mental health settings. We examined the feasibility of conducting a randomized trial examining the effectiveness of nine sessions of BA as a treatment for major depressive disorder (MDD) in a community mental health clinic (CMHC) setting. Following adaptation of a BA manual and training of BA therapists, 80 patients seeking treatment at a CMHC were randomized, with a 3:1 randomization rate of BA to nine sessions of treatment as usual (TAU). Feasibility assessments indicated that only one eligible patient refused randomization and, of patients who attended at least one session, the median number of sessions was six for the BA group and eight for the TAU group. Of three postbaseline monthly assessments, 71.3% (171/240) were successfully obtained. On average, patients in the BA condition completed homework assignments 83.9% of the time. Treatment fidelity ratings indicated that substantially more BA techniques were delivered in the BA group compared to the TAU group (d = 2.11). Measures of BA mechanisms improved significantly over time and these changes were significantly associated with change in depressive symptoms. These results indicate that it is feasible to conduct a randomized study of BA for MDD in a CMHC setting. In addition, the study reconfirmed the potential importance of theory-relevant BA mechanism variables. Following these findings, further investigation into the effectiveness of BA in this setting is needed.

Overcoming Michigan’s Homework Gap: The Role of Broadband Internet Connectivity for Student Success and Career Outlooks

Differences in home Internet access have direct and indirect effects on K-12 student educational achievements. Much of the attention during the past years has been on the homework gap, disadvantages to students of lacking or poor Internet connectivity at home for the completion of homework assignments. Our research, based on a detailed survey of 3,258 students in grades 8-11 in small town and rural Michigan school districts, shows that the homework gap is real even after controlling for socioeconomic and other factors. It also shows that disparities in home Internet connectivity are associated, directly and indirectly, with much broader student performance gaps. They are associated with the development of digital skills, grades, standardized test scores, career orientation, and interest in pursuing post-secondary education. These challenges require a portfolio of responses, including coordinated efforts by local, state and federal policymakers to mitigate broadband infrastructure access and affordability gaps. They also require measures to make appropriate access devices available and the facilitation of skills and practices to take advantage of the opportunities offered by digitally supported teaching and learning.

The Use of a Smartphone Application to Complete Therapeutic Homework in Cognitive-Behavioral Therapy for Gambling Disorder: a Pilot Study of Acceptability and Feasibility

The efficacy of cognitive-behavioral therapy (CBT) is limited by clients’ failure to complete homework assignments. Widespread growth in smartphone use and application (app) software provides the potential to enhance the homework completion. In this pilot study, we examined the demographics of clients who declined to use an app to complete homework in CBT for gambling disorder. We also systematically collected information on what clients liked and disliked about an app to complete homework and compared their homework completion and treatment attendance with an archival, matched sample of 15 clients who completed homework using hardcopy. Clients who declined to use the app to complete homework were socioeconomically disadvantaged. Almost all clients who rated the app agreed or strongly agreed that they enjoyed using it. Clients who used the app to complete homework attended a similar number of treatment sessions but completed more homework than clients who used hardcopy. For individuals with access to smartphones, these results support the acceptability and feasibility of a smartphone app to complete therapeutic homework in CBT for gambling disorder and allow us to make several recommendations for future randomized controlled trials. These studies should allow clients to customize the frequency of homework reminders and to complete homework over multiple log-ins to the app. However, the implementation of smartphone-based healthcare interventions may not enhance the accessibility of care for individuals from socioeconomically disadvantaged backgrounds.

Hope into action: How clusters of hope relate to success‐oriented behavior in school

AbstractSeveral studies have found that higher hope is associated with higher academic achievement. Although scholars have asserted that this association is the result of higher hope leading to an increased likelihood that students will engage success‐oriented behaviors (e.g., participating in class, completing homework assignments), very little empirical research has been done to test this assertion. In this study, cluster analyses yielded three clusters of hope (high, average, and low) in a high school sample (N = 447) and a college sample (N = 375). Differences among hope clusters were examined across three domains of indicators—engagement, disengagement, and motivational variables—associated with success‐oriented behavior in school. Results from both samples indicated that students with higher levels of hope reported higher engagement, higher motivation, and lower disengagement, with medium to large effect sizes. These results have implications for both hope research and scaling psychosocial interventions.

Congruence of Patient Takeaways and Homework Assignment Content Predicts Homework Compliance in Psychotherapy

Homework is generally considered an essential part of psychotherapy. The present study tested the hypothesis that patients were more likely to complete homework assignments when the content of the assignments was more congruent with content the patient reported wanting to remember from the session (patient takeaways). The study relied on data collected in 541 sessions of individual naturalistic cognitive-behavioral therapy provided to 41 patients in a private practice setting and who completed a feedback form in each session that recorded the content of the homework assignments for the session, patient takeaways from the session, and homework completion. Congruence was determined by raters who evaluated the match between homework content and patient takeaways. Results of generalized linear mixed modeling showed, as predicted, that congruence between homework assignment content and takeaways was statistically significantly associated with homework compliance. This finding suggests that therapists may be able to improve homework compliance by soliciting feedback about what the client found important about the session and then assigning homework consistent with that information.

Development of Interactive Teaching Materials Using Character Education in Student Fabel Learning in 1st Grade in State High School One, Tinggi Raja, North Sumatera, Indonesia

Character education associated with learning fable story texts is very influential on the development of the character of students who are known to be very bad and deviant. Obviously, only for students of State of junior high school One, Tinggi Raja, there are still many students who are not disciplined in terms of attendance, are less responsible for completing homework assignments, and are also often dishonest to teachers or parents. This aims of research is to improve the ability to think and understand by linking messages to fable stories with self-character so that students are expected to be able to master some character education that must be fulfilled to be subsequently applied in everyday life. This research is a type of research and development. This research method is used to produce certain products and test the effectiveness of these products.

Implemented Teaching Methods Based on Interactive Learning Process in Order to Increase the Ability of Learning Foreign Language

Nowadays, the flipped classroom technology has become popular in the educational institutions of developed countries. However, in Russia this approach has not been widely practiced yet due to objective reasons. The purpose of this article is to analyze the effectiveness of using the flipped classroom technology in the system of higher education and specifically in foreign language courses. This article presents the results of the experiment on the implementation of some elements of flipped classroom technology in Kazan Federal University (Russia). The experiment was held with the students of the Law Faculty (60 people) through the course "Foreign language (French) in the sphere of jurisprudence". The idea of making the experiment came after getting very low students’ exam results at the end of the course. In this group traditional methods of SL teaching were used according to state educational standards such as reading professional texts and communication on professional topics. After thorough analysis of the results, the following reasons for unsatisfactory assessments were identified: systematic absence of the students at classes, systematic failure of completing homework assignments, and abuse of electronic translators. Thus, the need to use different teaching approaches became obvious. Taking into account the situation, the authors decided to use the flipped classroom technology to develop students’ core competencies and to improve their language skills.

Nurturing Persistent Problem Solvers

Through the use of an online homework platform and embedded homework help videos, second-year algebra students learn to persevere in completing homework assignments.

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

Although most students regularly complete homework, the extent to which race and gender influence teacher perceptions of homework performance has been largely unstudied. However, individual characteristics, such as race and gender, have been shown to meaningfully influence many aspects of students’ educational experiences and outcomes, and it is plausible that race and gender differences may exist in teacher perceptions of homework performance. This study used analysis of variance (ANOVA) to examine student gender and race differences in teacher ratings of three dimensions of homework performance (student competence, parent support, and homework completion). Findings indicated that teachers rated girls and White students as having greater homework competence (ability to complete homework assignments) than boys and racial minority (Black and Latino) students. No significant race or gender differences in teacher ratings of parent support for homework or in rates of homework completion were found. The examination of race and gender differences in homework performance has the potential to contribute to our understanding of race and gender gaps in academic achievement. As such, replication and further study of these differences are warranted.

Neuropsychological predictors of response to cognitive behavioral therapy for posttraumatic stress disorder in persons with severe mental illness

This study examined whether cognitive functioning was related to treatment outcomes in persons with severe mental illness who received a cognitive behavioral therapy (CBT) program for co-occurring posttraumatic stress disorder (PTSD). The study sample was drawn from a larger controlled trial of 108 persons with severe mental illness and PTSD comparing the effects of CBT with treatment as usual on PTSD and related outcomes, with assessments conducted at baseline, post-treatment, and 3- and 6-month follow-ups. Among the 54 persons in CBT, 49 were administered a neuropsychological battery at baseline and 40 were exposed to the CBT program. Statistical analyses of these 40 participants were conducted to evaluate whether cognitive functioning was related to participation in the CBT program, completion of homework assignments, and improvements in PTSD, and other outcomes. Cognitive functioning was not related to participation in CBT or completion of homework. Lower cognitive functioning predicted less learning of information about PTSD at post-treatment and follow-up, but not less clinical benefit from CBT in PTSD diagnosis or symptoms, other symptoms, or health. The results suggest that cognitive impairment does not attenuate response to the CBT for PTSD program in persons with severe mental illness. Clinical Trials.gov Identifier: NCT00053690

Relationship of Adverse Family Experiences to Resilience and School Engagement Among Vermont Youth.

Adverse childhood experiences (ACEs) are associated with a range of health outcomes and risk behaviors. In 2011-2012, the National Survey of Children's Health (NSCH) included questions about adverse family experiences (AFEs). AFE survey questions are similar to ACE questions, except there are no questions about emotional/physical/sexual trauma, and questions are asked of parents rather than children. Although the relationship between ACEs and work/school absenteeism has been studied, the relationships between AFEs of school-aged children, school performance, and buffering behaviors have not been explored in depth. We examined AFEs and measures of resilience and school engagement among 1330 Vermont children (6-17years) included in the NSCH, using descriptive, bivariate, and multivariable analyses. The most prevalent AFEs were divorce/separation of parents; family income hardship; substance use problems; and mental illness, suicidality, or severe depression. Adjusting for sex, age, special health care needs, poverty level, and maternal physical/mental-emotional health status, children who had three or more AFEs had lower odds of completing all required homework [adjusted odds ratio (AOR) 3.3, 95% confidence interval (CI) 1.7-6.3] and higher odds of failing to exhibit resilience (AOR 2.1, 95% CI 1.2-3.8), compared to children having no AFEs. Children with three or more AFEs had difficulty engaging in school and completing homework, though poor outcomes were buffered when children showed resilience. Parents, school-based mental health professionals, and teachers could help identify children who may be less resilient and have difficulties completing homework assignments. Preventive approaches to children's emotional problems (e.g., promoting family health, using family-based approaches to treat emotional/behavioral problems) could be applied in schools and communities to foster resilience and improve school engagement of children.

Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities

High school students with and without learning disabilities in two chemistry classes accessed technologically–enhanced worksheets, called Pencasts, when completing homework assignments. In this action research study, feedback from students was gathered via questionnaires and interviews. Students most frequently used Pencasts to figure out how to solve homework problems, and all students expressed satisfaction with using Pencasts. Students shared other ways they used Pencasts, such as studying for chemistry tests, and shared how they could benefit if Pencasts were available in other classes. According to the teacher, students with and without disabilities completed the majority of homework when Pencasts were available, and almost all students earned “A” grades on homework. Teacher reflections about Pencasts, implications for practice, and future research are described.

Child and Adolescent Adherence With Cognitive Behavioral Therapy for Anxiety: Predictors and Associations With Outcomes

Cognitive behavioral therapy (CBT) for anxiety disorders is effective, but nonadherence with treatment may reduce the benefits of CBT. This study examined (a) four baseline domains (i.e., demographic, youth clinical characteristics, therapy related, family/parent factors) as predictors of youth adherence with treatment and (b) the associations between youth adherence and treatment outcomes. Data were from 279 youth (7–17 years of age, 51.6% female; 79.6% White, 9% African American), with Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) diagnoses of separation anxiety disorder, generalized anxiety disorder, and/or social phobia, who participated in CBT in the Child/Adolescent Anxiety Multimodal Study. Adherence was defined in three ways (session attendance, therapist-rated compliance, and homework completion). Multiple regressions revealed several significant predictors of youth adherence with CBT, but predictors varied according to the definition of adherence. The most robust predictors of greater adherence were living with both parents and fewer youth comorbid externalizing disorders. With respect to outcomes, therapist ratings of higher youth compliance with CBT predicted several indices of favorable outcome: lower anxiety severity, higher global functioning, and treatment responder status after 12 weeks of CBT. Number of sessions attended and homework completion did not predict treatment outcomes. Findings provide information about risks for youth nonadherence, which can inform treatment and highlight the importance of youth compliance with participating in therapy activities, rather than just attending sessions or completing homework assignments.

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

Background As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students’ efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult). Yet, in spite of research showing that homework motivation has a powerful influence on homework performance and academic achievement, there have been few attempts to systematically investigate models of factors that influence homework motivation management. Purpose The current investigation examines empirical models of motivation management for Chinese students in the context of math homework, with models informed by key motivation theories, including self-regulation of motivation, expectancy-value, and volitional control. Research Design The study reported here used cross sectional survey data. Participants The participants were 1,799 high school students from 46 classes in China. Results Results from multilevel analyses indicated that, at the class level, motivation management was positively associated with homework interest, but was negatively associated with teacher feedback. At the student level, motivation management was positively related to managing emotion, managing time, students’ interest in homework, cognitive reappraisal, expectancy belief, and time on sports. Meanwhile, motivation management was negatively associated with value belief and time on TV. Conclusion The current investigation found that some results were in line with key motivation theories and related findings with U.S. students (e.g., managing time, and homework interest at the student level). In addition, it suggests that other results may be influenced by cultural and societal differences (e.g., gender, value belief, and teacher feedback). Consequently, it would be informative to pursue this line of research in cross-cultural settings. With respect to promoting student motivation in the homework process, it would be beneficial to pay more close attention to the role of homework interest, expectancy belief, and student initiatives (e.g., managing time, managing emotion, and cognitive reappraisal).

THE ROLE OF PARENTAL ATTITUDES IN CHILDREN'S MOTIVATION TOWARD HOMEWORK ASSIGNMENTS

Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework‐related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes than merely the time spent on it. The purpose of the current study was to examine whether parental goal emphasis explains children's motivational orientation toward homework and the perceived dissonance between home and school. Participants included parent–child dyads (N = 220), who completed surveys adapted from the Patterns of Adaptive Learning Scales. Path analysis using structural equation modeling indicated that parents’ emphasis on mastery goals was associated with children's mastery goals, which was in turn linked with higher achievement in school. Parents’ emphasis on performance goals was associated with children's performance goals and a higher sense of dissonance between home and school.

Comparison of group cohesion, class participation, and exam performance in live and online classes

Though class participation and group cohesion have shown some potential to promote student performance in conventional classrooms, their efficacy has not yet been demonstrated in an online-class setting. Group cohesion, defined as member attraction to and self-identification with a group, is thought to promote positive interdependence and the success of the group’s members. The current study sought to determine if group cohesion is significantly affected by the change of course setting from a live classroom to an asynchronous online-hybrid class in which students met in person only for course exams and otherwise interacted with each other through an online discussion board. Because peer interaction appears vital for the development of cohesion, we examined the relationship between participation in class discussion and students’ self-reported group cohesion and exam performance. With one exception, course requirements and materials were identical between the two class sections: students in the online-hybrid course completed homework assignments, whereas students in the live section were simply encouraged to do the same. Despite the advantage conferred by mandatory homework assignments, the findings heavily favored the conventional live classroom with respect to exam performance and self-reported group cohesion. Participation in class discussion was high in both class sections. The results indicated that both student performance and group cohesion were significantly lower in the hybrid classes.

The effectiveness of mind mapping as an active learning strategy among associate degree nursing students

There is a significant need for faculty to move away from the traditional teacher-centered educational approach and increase implementation of an active, student-centered, learning environment. Creating learning experiences that facilitate reflection, knowledge building, problem solving, inquiry, and critical thinking is vital. Using mind maps as an active learning strategy is an innovative technique to facilitate student learning. Students can illustrate a vision, exhibit their contextual knowledge and creativity, and make associations about a central theme during this activity. Mind mapping can be used for note taking, completing homework assignments, preparing for exams, analyzing, and reflecting about nursing practice. Mind maps can be executed in nursing curricula as an alternative learning experience.

The impact of child maltreatment on school performance in Saudi Arabia

Introduction: Child maltreatment was proven to negatively impact the academic performance of children and adolescents; reduced academic achievements, problems completing homework assignments and was marginally associated with being frequently absent from school. Objectives: To identify the impact of child maltreatment on school performance among adolescents in National Guard schools. Materials and methods: The study was conducted at National Guard schools in Riyadh, Saudi Arabia. Students aged 12– 19 years were invited to participate. A total of 674 participants completed the survey instrument, which included demographics, exposure to different types of abuse and overall level of academic performance. Results: Participant mean age was 15.6±1.6 years, of which 53% were male. Ninety five per cent lived with both parents, 2% with a single parent and 3% with step parents. Four per cent lived with alcoholic parents or guardians, and 7% had lived with a family member who had been arrested or imprisoned. Poor performance (failure in exam) was more likely among the students who: lived with alcoholics versus non alcoholics (33% vs. 11%, P <0.01), lived with a family member that had been imprisoned versus non-imprisoned (26% vs. 11%, P <0.01), were psychologically abused versus not abused (21% vs. 10%, P <0.01), were physicallyabused versus not abused (19% vs. 9%, P <0.01). Predisposing factors to poor performance in school included living with alcoholic parents or guardians [odd ratio (OR)=2.8, confidence interval (CI)=1.1 to 6.7], psychological abuse (OR=1.7, CI=1.0 to 3.0) and physical abuse (OR=1.7, CI=1.0 to 2.8). Conclusions: Increase the awareness of the impact of child maltreatment on school performance among families, schools and the community. Recommend to the Ministry of Education to consider counselling of students with poor performance due to adverse child experiences and maltreatment.

Flipped Statistics Class Results: Better Performance Than Lecture Over One Year Later

In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered reading quiz questions prior to class and completed workbook activities in class. The workbook activities consisted of questions (multiple choice, short answer, computation) designed to help students understand more complex material. Over one year after taking the course (median = 20 months), students took a standardized test of their knowledge of statistics as well as nine other content areas in psychology. Students in the flipped course outperformed the students in the lecture course on the statistics portion of the test (d =.43), but not on non-statistics portions of the test.