Homework Behavior Research Articles

A study of the validity and reliability of the Teacher Homework Involvement Scale: A psychometric evaluation

Abstract The aim of the present investigation is to validate the Teacher Homework Involvement Scale (THIS) based on the data from 918 secondary school students. Using a randomized split of the sample, we performed exploratory factor analysis (EFA) on Group 1 (n = 459) and confirmatory factor analysis (CFA) on Group 2 (n = 459). The results indicated that the THIS consisted of three distinct yet related subscales: Homework Quality, Feedback Quality, and Autonomy Support. In addition, the present investigation found an adequate level of factor loading invariance across gender. Results further revealed that, in line with theoretical expectations, the THIS were positively related to motivational belief (value belief and expectancy belief), homework behavior (effort, management, and completion), and math achievement.

The Effects of Self-Management on Homework Behavior of Children with ADHD

The Effects of Self-Management on Homework Behavior of Children with ADHD

Homework Distraction Scale

The goal of the current investigation was to evaluate psychometric properties of the Homework Distraction Scale (HDS) using 796 middle school students. Results from confirmatory factor analyses (CFAs) supported the presence of two distinct yet related subscales for the HDS: Conventional Distraction and Tech-Related Distraction. Results of measurement invariance tests further revealed that factor loadings were invariant across gender groups. Finally, correlation coefficients between the HDS and other external measures (goal orientations, homework behaviors, and homework interest) were consistent with theoretical expectations.

Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment

The aim of the present study was to test hypotheses of the trans-contextual model. We predicted relations between perceived autonomy support, autonomous motivation toward mathematics learning activities in an educational context, autonomous motivation toward mathematics homework in an out-of-school context, social-cognitive variables and intentions for future engagement in mathematics homework, and mathematics homework outcomes. Secondary school students completed measures of perceived autonomy support from teachers and autonomous motivation for in-class mathematics activities; measures of autonomous motivation, social-cognitive variables, and intentions for out-of-school mathematics homework; and follow-up measures of students' mathematics homework outcomes: self-reported homework engagement and actual homework grades. Perceived autonomy support was related to autonomous motivation toward in-class mathematics activities. There were trans-contextual effects of autonomous motivation across educational and out-of-school contexts, and relations between out-of-school autonomous motivation, intentions, and mathematics homework outcomes. Findings support trans-contextual effects of autonomous motivation toward mathematics activities across educational and out-of-school contexts and homework outcomes.

Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions

Background:This study investigates the effect of homework assignments enriched with metacognitive questions on students’ mathematics achievement and homework behaviors.Materials and methods:A quasi-experimental design with pre- and post-test measures and two groups (experimental and control) was employed to investigate the effect of the enriched homework. Forty-four students participated in the study. Data were obtained through the Mathematics Homework Behaviors Scale. First semester mathematics scores taken from students’ report cards were used as a pre-test of mathematics achievement; the mean of second and third examination scores were used as a post-test.Results:The results revealed a significant difference between the mathematics scores of students in the experimental and the control groups. No significant differences were found between the homework behavior scores of the experimental group and the control group.Conclusions:The results were thought to be useful for mathematics teachers.

Homework Emotion Regulation Scale

The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the concurrent and predictive validity evidence of the HERS, the results indicated that, consistent with theoretical expectations, Emotion Management and Cognitive Reappraisal were positively associated with mastery and performance orientation, desirable homework behaviors (e.g., completion), learning strategies (e.g., organization), and math homework grade reported by teachers at the end of school semester.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students’ self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students’ homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students’ mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year

Homework time and achievement are only modestly associated, whereas homework effort has consistently been shown to positively predict later achievement. We argue that time spent on homework can be an important predictor of achievement when combined with measures of homework effort. Latent profile analyses were applied to a longitudinal data set with 1915 eighth-grade students who had been surveyed on their homework behavior in French as a second language. There were three main findings. First, based on their values for homework time and homework effort, five distinct learning types were identified: fast learner, high-effort learner, average student, struggling learner, and minimalist. Second, latent transition analyses confirmed that these learning types were stably identified over time. Third, longitudinal analyses predicting Time 2 academic achievement indicated that time spent on homework can be associated with positive (as in the high-effort learner) and negative (as in the struggling learner) outcomes.

Academic Skills Groups for Middle School Children With ADHD in the Outpatient Mental Health Setting: An Open Trial

Objective: To conduct an open trial assessing the initial efficacy of an intervention focusing on increasing skills related to academic performance (planning, organization, studying, and homework behaviors) for middle school children diagnosed with ADHD. The intervention is modeled on evidence-based interventions but designed for administration in the outpatient setting. Method: Parents and their children diagnosed with ADHD attended seven weekly group sessions targeting academic, organizational, and homework skills. Parents completed the Homework Problem Checklist and Impairment Rating Scale pre- and post-treatment. Results: Following intervention, significant improvements in homework completion and management, as well as reductions in academic impairment and improvements in parent confidence and family relations, were reported. Conclusion: Despite limitations including small sample size and lack of a control group, our results demonstrate initial efficacy of an academic skills intervention designed for use in the outpatient setting with middle school children diagnosed with ADHD on clinically relevant outcome measures.

Deberes escolares y rendimiento académico en Educación Primaria

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students

This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using Mplus5.1, a structural equation model was fit for 1683 students at different stages of schooling (i.e., elementary school − 5th and 6th grades; junior high school − 7th and 8th grades; and high school − 9th and 10th grades). The data showed that student homework behaviors, perceived parental homework involvement, and academic achievement are significantly related. However, results vary depending on the students’ grade level: (a) in junior high and high school, perceived parental homework involvement is related to students’ homework behaviors, but not in elementary school; and (b) although students’ homework behaviors are related to academic achievement at each school level, the direction and magnitude of the relationships vary. Specifically, the relationship between perceived parental homework involvement and academic achievement is stronger in junior high and high school than in elementary school; and student homework behaviors mediate the association between perceived parental homework involvement (control and support) and academic achievement only in junior high and high school.

HOMEWORK MANAGEMENT SCALE: CONFIRMING THE FACTOR STRUCTURE WITH MIDDLE SCHOOL STUDENTS IN CHINA

This study presents a psychometric evaluation of the Homework Management Scale (HMS) for mathematics, consisting of five subscales for measuring ' homework management strategies. Confirmatory factor analyses were conducted with a sample of middle school students (N = 796). Results indicated that the factor structure of the Chinese version of the HMS for mathematics was consistent with the original one developed in the United States. Furthermore, the HMS and its subscales were correlated with related measures (i.e., homework purpose, homework behaviors, and learning strategies) in the theoretically expected directions. These findings suggest that Chinese version of the HMS is a valid multidimensional measure for mathematics homework at the middle school level. In addition, these findings strengthen the validity of the HMS, as China and United States represent two countries in East and West that differ with regard to their education system in general, and with homework practices in particular.

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

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' self-reported homework behavior and homework grades from students' class teachers were collected 5-weeks later. A structural equation model supported model hypotheses. Perceived autonomy support and autonomous forms of motivation toward mathematics activities in school were related to autonomous forms of motivation toward mathematics homework outside of school. Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control. Intentions predicted self-reported mathematics homework behavior and mathematics homework grades. Perceived autonomy support and autonomous forms of motivation toward mathematics in school had statistically significant indirect effects on mathematics homework intentions mediated by the motivational sequence of the model. Results provide preliminary support for the model and evidence that autonomous motivation toward mathematics activities in the classroom is linked with autonomous motivation, intention, behavior and actual attainment in mathematics homework outside of school.

Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments.

Using a Self-Monitoring Intervention to Improve Students’ On-task Homework Behavior at an After-School Program

The current study examined the effectiveness of a self-monitoring intervention for four sixth grade students engaging in high levels of off-task behavior during an after-school program’s homework time. The self-monitoring intervention involved students using a vibrating device over the course of 6 or 7 sessions to tactilely cue them to record their on- and off-task behavior and earn a small reward for accurate recording of behavior. For all participants, on-task behavior improved significantly during the intervention when compared to baseline levels. These findings are consistent with the existing literature on the effectiveness of self-monitoring interventions for on-task behavior during homework time. The results extend the literature by demonstrating that a self-monitoring intervention can produce positive results in the context of an after-school program’s homework time.

High-Achieving High School Students and Not So High-Achieving College Students

This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by the frequency of illegal and irresponsible behaviors, had an inverse relationship with first semester grade point average (GPA), whereas academic ability, as measured by ACT scores, had a positive relationship with college GPA. The correlation between the residual error for one of the indicators of self-control, homework behaviors in high school, and the residual error for first semester GPA was also significant. Research on the relationships between self-control, homework behaviors in high school, and performance in college should continue; meanwhile, parents and teachers would be advised to emphasize the importance of developing self-control and positive homework behaviors in academically advanced high school students.

Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level

ABSTRACT The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments.

Relationships of Homework Motivation and Preferences to Homework Achievement and Attitudes in Turkish Students

Whether students' motivation, organizational approaches, physical needs, and environmental and interpersonal preferences during the homework process predict homework achievement and attitudes toward homework was examined in 1,776 Turkish students in Grades 5 through 8. The Homework Motivation and Preference Questionnaire was utilized to assess students' homework behaviors, and a multiple regression approach was employed to determine whether students' homework motivation and preferences predict homework achievement and attitude, while controlling for the effects of gender and socioeconomic status. Homework self-motivation, organization (order), sound, and interpersonal preference (studying alone) have relatively strong and consistent relationships with homework achievement and attitudes toward homework. However, other organizational (place), perceptual (tactile), and physical (intake) preferences, and other motivational sources (parent- and teacher-motivated), are related to attitudes toward homework more so than perceived homework achievement. Of these elements, self-motivation and set-order were consistent and strong in their relationships with homework achievement and attitudes across grades. The importance for teachers to individual homework and for parents to accommodate home environment was discussed, especially in the context of Turkish education.

Self-monitoring of self-regulation during math homework behaviour using standardized diaries

This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning. Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests. The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control group comparison yielded time by group interactions for self-regulation and the math test.

Meaningful and Maladaptive Homework Practices: The Role of Self-Efficacy and Self-Regulation

To be successful in homework completion, learners need to be self-regulated by setting homework goals, selecting appropriate learning strategies, maintaining motivation, monitoring progress, and evaluating homework outcomes. This article examines the role of self-regulation of learning on assigned homework. The findings reveal positive relationships between homework activities and self-efficacy, responsibility for learning, and delay of gratification. A positive relationship between homework and a range of self-regulation skills exists that facilitates academic achievement and performance. Homework assignments can enhance the development of self-regulation processes and self-efficacy beliefs, as well as goal setting, time management, managing the environment, and maintaining attention. Some educational programs may be inadequately attuned to the self-regulatory needs of learners that are vital for effective learning. Students engage in multiple maladaptive homework behaviors to cope with homework demands. Those maladaptive behaviors call for more self-regulatory learning training for students and educators. In addition, the author demonstrated how we can use research to transform the public view of homework, which will result in a more positive disposition of learners. This article provides a starting point from which to launch renewed efforts to continue examining the strengths and limitations of current homework practices.