In: Zeitschrift für Erziehungswissenschaft, 2007, vol. 10, no. 3, p. 399-420
Auf der Basis von zwei repräsentativen Schülerstichproben der Schweizer Kantone Wallis (N = 926) und Fribourg (N = 778), die während der 8. Jahrgangsstufe im Fach Französisch als Fremdsprache unterrichtet wurden, geht der vorliegende Beitrag der Frage nach, ob Schülerinnen und Schüler je nach besuchtem Bildungsgang unterschiedliche Fortschritte in der Entwicklung ihrer Fachleistungen...
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In: Journal of Educational Psychology, 2006, vol. 98, no. 2, p. 448 – 456
To date, homework research has been only loosely tied to theories of educational psychology and has relied mainly on time-on-task measures. The two studies (414 and 1,501 eighth graders) presented in this paper provide support for a domain-specific, multilevel model that includes an expanded effort measure, motivational predictors (expectancy and value components), learning environment variables,...
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In: Journal of Personality and Social Psychology, 2009, vol. 97, no. 6, p. 1115 – 1128
Conscientiousness and domain-specific competence beliefs are known to be highly important predictors of academic effort and achievement. Given their basis in distinct research traditions, however, these constructs have rarely been examined simultaneously. Three studies with 571, 415, and 1,535 students, respectively, found a moderate association between conscientiousness and competence beliefs,...
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In: Journal of Educational Psychology, 2009, vol. 101, no. 1, p. 176-189
The study examines whether teachers’ homework objectives, implementation practices, and attitudes towards parental involvement are associated with the development of students’ homework effort, homework emotions, and achievement during grade 8. A total of 63 teachers (40 male, 23 female; mean teaching experience M = 17.5 years) of French as a second language and their 1,299 grade 8 students...
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