Homework Process Research Articles

Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain.

This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students’ reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by self-determination theory: parental control, parental responsiveness, and parental structure. Whereas students’ academic functioning in Grade 5 predicted the way parents became involved in the homework process in Grade 7, the quality of parents’ help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children’s academic functioning were observed: Low academic functioning of students in Grade 5 resulted in more parental control in Grade 7, and more parental control in Grade 5 was associated with lower academic functioning in Grade 7. Similarly, high academic functioning in Grade 5 resulted in more parental responsiveness and structure in Grade 7, and more parental responsiveness and structure in Grade 5 were associated with better academic functioning in Grade 7.

Parent-Endorsed Reasons for Not Completing Homework in Group-Based Behavioural Parent Training for High-Risk Families of Youth With ADHD

Background: This study examined reasons parents endorsed/provided for not completing homework tasks during their participation in a group-based behavioural parent training (BPT) intervention. Method: Eighty single mothers anonymously completed a questionnaire at the end of each of eight BPT sessions to ascertain reasons for not completing assigned homework. Results: Data suggests that there are varied reasons for poor HW completion that are related to various aspects of the homework process, but most notably the implementation phase of homework. Conclusions: Therapists should utilise various strategies to support homework completion, with special attention focused on methods for ‘in-vivo’ support for parents.

Homework motivation and preferences of Turkish students

Turkish students’ motivation sources, organisational approaches, physical needs and environmental and interpersonal preferences during the homework process were examined in 1776 students in Grades 5–8 from 10 randomly selected schools in two districts of a major urban city in Turkey. These constructs were examined to determine grade, gender, socio‐economic status (SES) differences and interaction effects amongst the three grouping variables. Grade differences were demonstrated in some elements (e.g. motivation) whereas others (e.g. physical needs) were stable across grades. Gender differences were not significant in most elements, and Turkish students with low‐SES background reported more positive attitudes towards homework and more culturally acceptable ways of engaging in homework than did their high‐SES peers. The significance of the study in Turkish education system was discussed.

The Research of the Numerical Simulation on the Granular Ballast Bed Tamping

Abstract. Under the action of high speed train and the repeated heavy vehicles, the granular ballast bed produce degradation and deformation that do not restore, tamping homework is an effective method that is being used to recovery the elastic of the track. In this article, the discrete element method is be used to establish a cross discrete particle flow simulation model between ballast track bed and tamping picks, and to simulate the movement and vibration characteristics of the granular ballast particles while tamping. The three main work are included in this paper. With the large commercial software EDEM, the first main work is to research the modeling method of ballast particles. The second work is to establish firm-soft coupling particle flow simulation model among ballast 、sleeper and tamping picks. The third work is to validate the ballasts' mechanical properties' change rule under the railway sleeper, while different tamping working condition and out load are being implemented. The research shows the discrete element method is effective for solving the vibration problem produced during the process of tamping homework.

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.

Does parental homework involvement mediate the relationship between family background and educational outcomes?

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students ( N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

The Homework Experience: Perceptions of Low-Income Youth

Homework is a cornerstone of students' academic lives. Using a social cognitive view of achievement beliefs as a theoretical framework, we conducted a qualitative study to examine perceptions of homework among a diverse group of low socioeconomic status (SES) ninth graders who attended low-quality schools. Students participated in individual interviews and their average 9th- and 10th-grade GPAs were collected from school records. Their comments reflected complexity and nuance with respect to their achievement goals. Although higher and lower achievers shared some common views about what constituted enjoyable and disagreeable homework, differences emerged in how they expressed their commitment to their work and their engagement in their learning. Students overall did not have much assigned homework, and reported little or no consequences if they did not complete their assigned tasks. In the face of these low teacher expectations, higher achievers maintained a commitment to learning, and lower achievers were indifferent. Higher achievers were engaged in their assigned tasks and expressed a desire to learn, whereas their lower achieving peers were detached and avoidant. Despite very different beliefs about and approaches to homework, both higher and lower achievers signaled their need for support in their learning. Students need to believe that homework is meaningful and that teachers value it enough to design high-quality assignments and monitor their completion. Lower achieving students need ongoing attention and guidance from their teachers in order to find relevance in and see the value of homework tasks. Teachers can meet this challenge in part by enlisting and supporting family members and peers in the homework process.

Therapeutische Hausaufgaben in der Pädiatrie: Erfahrungen aus der ergotherapeutischen Praxis bei Kindern mit Koordinationsstörungen

OBJECTIVE: Both occupational therapists and physicians demand an increase in participation of the child’s environment in occupational treatment. Assigning home programs between units is suggested as a possible way to provide for said participation. METHODS: This bachelor’s thesis addresses this topic in order to propose first suggestions on actions during the course of the home programs. In a survey according to the Delphi method, twenty occupational therapists were interviewed about their experiences with the assignment and the documentation of home programs in children between five and seven years of age with developmental coordination disorders. RESULTS: The asked occupational therapists described their experiences and discussed different ideas of homework as well as possible criteria of handling. According to these suggestions the handling and documentation during the process of homework could be identified. This is how the transfer of therapeutical contents can be made possible in every day situations of the family. CONCLUSION: The study emphasizes the significance of home programs as an integral part of parental consulting. The process is a complex one; the occupational therapists involved ought to consider a number of defining criteria.

Adding Families to the Homework Equation: A Longitudinal Study of Mathematics Achievement

Families, whether guided or instructed to, often become involved in their children’s homework. This study examined the effects of a weekly interactive mathematics program (Teachers Involve Parents in Schoolwork - TIPS) on family involvement, emotions and attitudes, and student achievement. Students and families (N=153) from four urban elementary schools participated in this two-year quasi-experimental study, with teachers assigned randomly to TIPS or Control conditions. Seventeen percent of students used TIPS two years, forty percent completed TIPS one year, and forty-three percent never used TIPS. The majority of the sample (57%) represented African-American students, and the remaining students (43%) were Caucasian, with almost 70% of the sample qualifying for free- or reduced-price lunch. Overall, TIPS students and families reported significantly higher levels of family involvement, more positive feelings and attitudes about math homework, and significantly higher standardized mathematics scores than Control students. This coordinated homework process may be a useful tool for educators seeking more favorable and academically productive home learning experiences for students and their families.

Hong Kong Parents’ Perceptions and Experiences of Involvement in Homework: A Family Capital and Resource Management Perspective

This qualitative study examines Hong Kong Chinese parents’ perceptions and experiences of involving in their primary school children’s homework process. It draws upon the theoretical frameworks of family capital theory and family resource management perspective to explicate the role of parents in enhancing children’s homework outcomes. Information was collected through individual and focus-group interviews with 52 parents who had at least one child attending primary school. Findings of this study provide a glimpse into the range of homework-involvement strategies used by Chinese parents, and reveal parental goals and cultural values embedded in the generation of family capital. Such understanding on parental involvement is helpful for schools and policy-makers in cultivating parents’ participation in home-based learning processes for children.

A Class-Wide Intervention for Improving Homework Performance

Homework completion has an important impact on the overall academic functioning of students. Consultation requests often center on identifying efficient interventions so that teachers may facilitate the homework process and enhance students' academic achievement. This investigation employed a randomized interdependent group contingency and randomized reinforcers to improve homework completion and accuracy of spelling performance in 21 elementary school students. An ABAB reversal design across all students was employed. Results showed this intervention to have a positive impact on both spelling homework completion and accuracy rates. Limitations, future research, and contributions are addressed.

A flexible homework method

The traditional methods of assigning and grading homework in large enrollment physics courses have raised concerns among many instructors and students. In this paper we discuss a cost-effective approach to managing homework that involves making half of the problem solutions available to students before the homework is due. In addition, students are allowed some control in choosing which problems to solve. This paper-based approach to homework provides more detailed and timely support to students and increases the amount of self-direction in the homework process. We describe the method and present preliminary results on how students have responded.

Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Urge entender o Trabalho de Casa (TPC) como processo complexo para o qual conflui um vasto leque de factores impactantes. Neste relato analisam-se as relações entre os perfis de atitudes e comportamentos diante do TPC de Inglês e o nível instrutivo dos pais, a auto-eficácia percebida nessa disciplina bem como a correlação entre tais perfis de TPC e os perfis auto-regulatórios, em face do estudo. A amostra tomada é composta de 3929 alunos. O nível instrutivo dos pais associa-se positiva e significativamente aos perfis de atitudes e comportamentos de TPC. As atitudes e comportamentos de TPC correlacionam-se, positiva e significativamente, com os perfis auto-regulatórios, diante do estudo. Alunos que se percepcionam como mais auto-eficazes registam melhores perfis de atitudes e comportamentos de TPC. Os resultados sugerem a necessidade de os diferentes parceiros do sistema educativo analisarem e promoverem activamente os processos auto-regulatórios envolvidos no ensino-aprendizagem em geral e no TPC em particular.

Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process

Parents (n = 709) were surveyed about involvement in their child's homework. A factor analysis revealed three dimensions of homework involvement similar to those found in more general studies of parenting style. These dimensions are autonomy support, direct involvement, and elimination of distractions. A fourth dimension, parental interference, differentiated itself from autonomy support for students in higher grades. Two-thirds of parents reported some negative or inappropriate form of involvement. Parenting style for homework was then related to student and family characteristics and student schooling outcomes. Results indicated parents with students in higher grade levels reported giving students more homework autonomy and less involvement of all other types. Parents in poorer families reported less support for autonomy and more interference. Parents reported less elimination of distractions when an adult was not at home after school and, for elementary school students, when there were more than one child living in the home. Elementary school parents of males reported more direct involvement in homework, while high school parents of females reported more direct involvement. More parental support for autonomy was associated with higher standardized test scores, higher class grades, and more homework completed. More positive parent involvement was associated with lower test scores and lower class grades, especially for elementary school students. Student attitudes toward homework were unrelated to parenting style for homework. Stage–environment fit theory and conceptions of families as varying in resources to support children are used to explain the findings and draw implications for parent behavior and educational practice.

The Effect of Parent Participation in Strategies to Improve the Homework Performance of Students Who Are At Risk

The effect of teaching parents of at-risk students to facilitate a home-based self-management program to improve homework performance and academic achievement was Investigated. The parents of 26 sixth- and seventh-grade students from two middle school programs for at-risk youth received training and implemented home-based self-management and reinforcement strategies. Results indicated that overall levels of homework completion and homework quality increased significantly for those students whose parents consistently implemented the 10-week homework program. Significant increases in mathematics achievement also occurred. These results suggest that the practice of homework may be an important element of academic programming for students at risk and students with disabilities and that parents may play a primary role in the homework process.

Homework-Related Communication Problems

Homework-related communication problems that are experienced in the general education classroom by students with disabilities were researched in order to determine the perspectives of special education (SE) teachers. Initially, school principals were asked to randomly select special educators to participate in a survey, resulting in a list of 1,088 teachers. These teachers then were mailed a survey on homework problems to complete. A total of 576 (52.9%) of the SE teachers responded. The results indicated that the teachers perceived a number of homework-related communication problem areas as more serious than others. Most problematic were areas relating to (a) the role of general education (GE) and SE teachers in the homework process, (b) unfavorable parental attitudes toward homework, (c) the low level of communication about students' homework provided by GE teachers to the SE teacher, and (d) the lack of time for communicating with parents due to the demands of paperwork and record keeping. Findings were generally consistent with those of an earlier exploratory study and a parallel study that surveyed the perceptions of GE teachers on similar questions. Implications for future research are presented.

Increasing the Homework Completion Rates of Students with Mild Disabilities

Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.

Homework for students with learning disabilities: the implications of research for policy and practice.

The literature on homework for students with learning disabilities is reviewed. First, a summary of Cooper's (1989a) synthesis of research on homework for students without disabilities is presented, including (a) a definition of homework, (b) a model of the homework process, (c) the results of a meta-analysis of homework studies, and (d) generic policy guidelines. Next, special education research on homework conducted after 1985 is described. The literature is divided into studies that manipulated homework conditions and homework-related surveys of teachers and parents. The results of the literature review suggest that homework policies and practices for students with learning disabilities should emphasize (a) simple, short assignments; (b) careful monitoring by and prominent rewards from teachers; and (c) parental involvement, especially to provide structure, conducive environments, and immediate rewards.

Parent Involvement: A Survey of Teacher Practices

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the