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 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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In: Contemporary Educational Psychology, 2009, vol. 34, no. 1, p. 77-88
Using a data set specifically tailored to homework research, with a sample of 1,275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, within-student level). The strength and direction of the homework-achievement association depended on the homework indicator...
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