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Ma X, Luo X. Effects of Study Load on Science Achievement: Searching for a Turning Point with Multilevel Piecewise Regression. EVALUATION REVIEW 2024; 48:918-944. [PMID: 37944185 DOI: 10.1177/0193841x231214824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/12/2023]
Abstract
With an educational issue that has caught the attention of many countries in the world (study load), a population of 8th graders from a typical Chinese metropolitan city (40,536 from 118 schools), and an advanced statistical strategy (multilevel piecewise regression), we examined whether there was a turning point in terms of the effects of study load on science achievement. We did identify a turning point for each and every measure of study load. For weekday learning on science achievement, we identified a turning point of 22.50 hr for the effects of in-school learning, 7.50 hr for the effects of homework, and 12 hr for the effects of after-school learning. For weekend learning on science achievement, we identified a turning point of 1.50 hr for the effects of in-school learning, 5 hr for the effects of homework, and 1 hr for the effects of after-school learning. In each case, the difference in effects before and after the turning point was statistically significant, indicating that the effects of study load on science achievement were nonlinear. All of these turning points offered important implications for science education.
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Affiliation(s)
- Xin Ma
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, USA
| | - Xingkai Luo
- College of Physics and Technology, Guangxi Normal University, Guilin, China
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Wu Y, Ng-Knight T, Tenenbaum HR. Schoolwork effort and emotions predict self-control in a weekly diary study. J Pers 2024; 92:436-456. [PMID: 36964985 DOI: 10.1111/jopy.12833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Revised: 01/23/2023] [Accepted: 03/07/2023] [Indexed: 03/27/2023]
Abstract
OBJECTIVE Self-control supports many positive life outcomes. However, the processes underlying the development of self-control are not well understood. Drawing on the TESSERA model of personality development, we examined whether weekly schoolwork effort predicts self-control (in the subsequent week). We also examined the role of schoolwork emotions and whether these emotions moderated the impact of schoolwork effort on self-control based on predictions from the TESSERA model. METHODS Data are from a weekly diary study (N = 98) that measured children's schoolwork effort, schoolwork emotions, and self-control during five consecutive weeks. Data were analyzed at the between- and within-person levels using multilevel models. RESULTS Between-person results show that schoolwork effort is related to variations in children's self-control. Furthermore, some emotions moderated the influence of schoolwork effort on self-control at the between- and within-person levels. CONCLUSION In line with the TESSERA model of personality development, positive state expressions of effort during schoolwork (e.g., putting in effort) predicted higher self-control in the subsequent week. However, this finding was dependent on the reactions and reinforcement children felt about their effort (e.g., emotional responses to their remote schoolwork). The discussion examines how these findings extend to previous literature.
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Affiliation(s)
- Yao Wu
- School of Psychology, University of Surrey, Guildford, UK
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Wu X, Wu R, Hanley C, Liu H, Liu J. How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses. Front Psychol 2023; 14:1130274. [PMID: 37228336 PMCID: PMC10203481 DOI: 10.3389/fpsyg.2023.1130274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 02/13/2023] [Indexed: 05/27/2023] Open
Abstract
Using education survey data from 153, 317 Grade 4 students and 150, 040 Grade 8 students in China, this study examined the relationship between time on homework and academic achievement and learning anxiety with hierarchical linear modeling (HLM) and classification and regression tree (CART) approaches. With a classification of time spent on homework into four related variables, this study found that, firstly, time spent on in-school homework during weekdays had positive effects on students' achievement for both grades, and the positive effect was stronger for Grade 8 students than Grade 4 students. Moreover, a maximum of 1 h was recommended for Grade 4 students. Secondly, time spent on out-of-school homework on weekdays was negatively correlated with students' academic achievement and positively with learning anxieties. It had greater detrimental effect on Grade 8 than Grade 4. Thirdly, Grade 8 students were encouraged to have more out-of-school homework on weekend with more than 2.8 h on average recommended. It was expected to complement extant studies and provide the practical findings for teachers, practitioners and school policy makers in making any homework assignment planning or conducting interventions.
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Affiliation(s)
- Xiaopeng Wu
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Rongxiu Wu
- Department of Science Education, Harvard-Smithsonian Center for Astrophysics, Harvard University, Cambridge, MA, United States
| | - Carol Hanley
- College of Agriculture, Food and Environment, University of Kentucky, Lexington, KY, United States
| | - Hongyun Liu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jian Liu
- Collaborative Innovative Center of Assessment Toward Basic Education Quality, Beijing, China
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4
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Désiron JC, Petko D. Academic dishonesty when doing homework: How digital technologies are put to bad use in secondary schools. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:1251-1271. [PMID: 35912037 PMCID: PMC9308402 DOI: 10.1007/s10639-022-11225-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 07/05/2022] [Indexed: 06/15/2023]
Abstract
The growth in digital technologies in recent decades has offered many opportunities to support students' learning and homework completion. However, it has also contributed to expanding the field of possibilities concerning homework avoidance. Although studies have investigated the factors of academic dishonesty, the focus has often been on college students and formal assessments. The present study aimed to determine what predicts homework avoidance using digital resources and whether engaging in these practices is another predictor of test performance. To address these questions, we analyzed data from the Program for International Student Assessment 2018 survey, which contained additional questionnaires addressing this issue, for the Swiss students. The results showed that about half of the students engaged in one kind or another of digitally-supported practices for homework avoidance at least once or twice a week. Students who were more likely to use digital resources to engage in dishonest practices were males who did not put much effort into their homework and were enrolled in non-higher education-oriented school programs. Further, we found that digitally-supported homework avoidance was a significant negative predictor of test performance when considering information and communication technology predictors. Thus, the present study not only expands the knowledge regarding the predictors of academic dishonesty with digital resources, but also confirms the negative impact of such practices on learning.
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Affiliation(s)
| | - Dominik Petko
- Institute of Education, University of Zürich, Zürich, Switzerland
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5
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Xu J. More than Minutes: A Person-Centered Approach to Homework Time, Homework Time Management, and Homework Procrastination. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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6
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Profiles of student-perceived teacher homework involvement, and their associations with homework behavior and mathematics achievement: A person-centered approach. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102159] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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7
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Ranellucci J, Robinson KA, Rosenberg JM, Lee YK, Roseth CJ, Linnenbrink-Garcia L. Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101966] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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8
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The mediation effect of student self-efficacy between teaching approaches and science achievement: findings from 2011 TIMSS US data. SOCIAL PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s11218-019-09534-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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9
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Silinskas G, Kikas E. Math homework: Parental help and children’s academic outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.101784] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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10
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Emotion regulation, homework completion, and math achievement: Testing models of reciprocal effects. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.101810] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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11
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Fernández-Alonso R, Woitschach P, Álvarez-Díaz M, González-López AM, Cuesta M, Muñiz J. Homework and Academic Achievement in Latin America: A Multilevel Approach. Front Psychol 2019; 10:95. [PMID: 30774612 PMCID: PMC6367234 DOI: 10.3389/fpsyg.2019.00095] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 01/14/2019] [Indexed: 11/24/2022] Open
Abstract
The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examine the effect of quantitative homework characteristics on achievement in science. The sample comprised 61,938 students at 2,955 schools in the 15 Latin American countries (plus the Mexican state of New Leon) which participated in the Third Regional Comparative and Explanatory Study (TERCE), carried out by the Latin American Laboratory for Educational Quality (LLECE) in 2013. The mean age was 12.42 years old (±0.94). Within each country, three hierarchical-linear models were applied at two levels: student and school. The individual level considered time spent doing homework and the school level considered the amount and frequency of homework assignment. In addition, ten control variables were included in order to control the net effect of the characteristics of the homework on the result. The results confirmed that homework is widely assigned in the Latin American region. At the individual level, time spent on homework had little effect on academic performance, while in the quantitative homework characteristics it was the frequency of homework assignment which demonstrated a clearer effect rather than the amount of homework assigned.
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Affiliation(s)
- Rubén Fernández-Alonso
- Department of Education and Culture, Government of the Principality of Asturias, Oviedo, Spain.,Department of Education Sciences, University of Oviedo, Oviedo, Spain
| | - Pamela Woitschach
- Department of Educational and Counselling Psychology, and Special Education, Faculty of Education, University of British Columbia, Vancouver, BC, Canada
| | - Marcos Álvarez-Díaz
- Department of Education and Culture, Government of the Principality of Asturias, Oviedo, Spain
| | | | | | - José Muñiz
- Department of Psychology, University of Oviedo, Oviedo, Spain.,Center for Biomedical Research in Mental Health Network (CIBERSAM), Oviedo, Spain
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12
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Rosário P, Cunha J, Nunes T, Nunes AR, Moreira T, Núñez JC. "Homework Should Be…but We Do Not Live in an Ideal World": Mathematics Teachers' Perspectives on Quality Homework and on Homework Assigned in Elementary and Middle Schools. Front Psychol 2019; 10:224. [PMID: 30837912 PMCID: PMC6389699 DOI: 10.3389/fpsyg.2019.00224] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 01/22/2019] [Indexed: 11/17/2022] Open
Abstract
Existing literature has analyzed homework characteristics associated with academic results. Researchers and educators defend the need to provide quality homework, but there is still much to be learned about the characteristics of quality homework (e.g., purposes, type). Acknowledging that teachers play an important role in designing and assigning homework, this study explored teachers' perspectives regarding: (i) the characteristics of quality homework and (ii) the characteristics of the homework tasks assigned. In the current study, mathematics teachers from elementary and middle schools (N = 78) participated in focus group discussions. To enhance the trustworthiness of the findings, homework tasks assigned by 25% of the participants were analyzed for triangulation of data purposes. Data were analyzed using thematic analysis for elementary and middle school separately. Teachers discussed the various characteristics of quality homework (e.g., short assignments, adjusted to the availability of students) and shared the characteristics of the homework tasks typically assigned, highlighting a few differences (e.g., degree of individualization of homework, purposes) between these two topics. Globally, data on the homework tasks assigned were consistent with teachers' reports about the characteristics of the homework tasks they usually assigned. Findings provide valuable insights for research and practice aimed to promote the quality of homework and consequently students' learning and progress.
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Affiliation(s)
- Pedro Rosário
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho, Braga, Portugal
| | - Jennifer Cunha
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho, Braga, Portugal
| | - Tânia Nunes
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho, Braga, Portugal
| | - Ana Rita Nunes
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho, Braga, Portugal
| | - Tânia Moreira
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho, Braga, Portugal
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Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.04.001] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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14
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Göllner R, Damian RI, Rose N, Spengler M, Trautwein U, Nagengast B, Roberts BW. Is doing your homework associated with becoming more conscientious? JOURNAL OF RESEARCH IN PERSONALITY 2017. [DOI: 10.1016/j.jrp.2017.08.007] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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15
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Núñez JC, Epstein JL, Suárez N, Rosário P, Vallejo G, Valle A. How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework? Front Psychol 2017; 8:1217. [PMID: 28798702 PMCID: PMC5529388 DOI: 10.3389/fpsyg.2017.01217] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Accepted: 07/03/2017] [Indexed: 11/13/2022] Open
Abstract
This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.
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Affiliation(s)
- José C Núñez
- Department of Psychology, University of OviedoOviedo, Spain
| | - Joyce L Epstein
- Center on School, Family and Community Partnerships, Johns Hopkins University, BaltimoreMD, United States
| | - Natalia Suárez
- Department of Psychology, University of OviedoOviedo, Spain
| | - Pedro Rosário
- Departamento de Psicologia Aplicada, Universidade do MinhoBraga, Portugal
| | | | - Antonio Valle
- Department of Developmental and Educational Psychology, University of A CoruñaCorunna, Spain
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16
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Fernández-Alonso R, Álvarez-Díaz M, Suárez-Álvarez J, Muñiz J. Students' Achievement and Homework Assignment Strategies. Front Psychol 2017; 8:286. [PMID: 28326046 PMCID: PMC5339273 DOI: 10.3389/fpsyg.2017.00286] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Accepted: 02/14/2017] [Indexed: 11/13/2022] Open
Abstract
The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.
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Affiliation(s)
- Rubén Fernández-Alonso
- Department of Education Sciences, University of OviedoOviedo, Spain; Department of Education, Principality of Asturias GovernmentOviedo, Spain
| | | | | | - José Muñiz
- Department of Psychology, University of Oviedo Oviedo, Spain
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17
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Flunger B, Trautwein U, Nagengast B, Lüdtke O, Niggli A, Schnyder I. A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2016.07.002] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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18
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Suárez N, Regueiro B, Epstein JL, Piñeiro I, Díaz SM, Valle A. Homework Involvement and Academic Achievement of Native and Immigrant Students. Front Psychol 2016; 7:1517. [PMID: 27757097 PMCID: PMC5047897 DOI: 10.3389/fpsyg.2016.01517] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2016] [Accepted: 09/20/2016] [Indexed: 11/13/2022] Open
Abstract
Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.
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Affiliation(s)
- Natalia Suárez
- Department of Psychology, University of Oviedo Oviedo, Spain
| | - Bibiana Regueiro
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - Joyce L Epstein
- Center on School, Family and Community Partnerships, Johns Hopkins University, Baltimore MD, USA
| | - Isabel Piñeiro
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - Sara M Díaz
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - Antonio Valle
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
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Niculescu AC, Tempelaar DT, Dailey-Hebert A, Segers M, Gijselaers WH. Extending the change–change model of achievement emotions: The inclusion of negative learning emotions. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Valle A, Regueiro B, Núñez JC, Rodríguez S, Piñeiro I, Rosário P. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School. Front Psychol 2016; 7:463. [PMID: 27065928 PMCID: PMC4814489 DOI: 10.3389/fpsyg.2016.00463] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2015] [Accepted: 03/15/2016] [Indexed: 11/13/2022] Open
Abstract
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).
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Affiliation(s)
- Antonio Valle
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - Bibiana Regueiro
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - José C Núñez
- Department of Psychology, University of Oviedo Oviedo, Spain
| | - Susana Rodríguez
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - Isabel Piñeiro
- Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain
| | - Pedro Rosário
- Departmento de Psicologia Aplicada, Universidade do Minho Braga, Portugal
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Valle A, Regueiro B, Rodríguez S, Piñeiro I, Ferradás M, Freire C. ¿Es diferente la implicación en los deberes escolares según el rendimiento académico de los estudiantes? || Is the homework involvement different at different levels of academic achievement of students? REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2015. [DOI: 10.17979/reipe.2015.2.2.1344] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
El presente trabajo pretende estudiar las posibles diferencias existentes en la cantidad de deberes escolares realizados, en el tiempo dedicado a los mismos y en el aprovechamiento de ese tiempo en función del rendimiento académico de los estudiantes. Los resultados hallados indican que a medida que los niveles de rendimiento de los estudiantes son más altos hay un aumento progresivo de la cantidad de deberes realizados de los prescritos y en el aprovechamiento del tiempo dedicado a los mismos. Sin embargo, aunque no se han hallado diferencias estadísticamente significativas en el tiempo dedicado a los deberes en función de los distintos niveles de rendimiento, la tendencia de los resultados indica que cuando el rendimiento es bajo, el tiempo dedicado a los deberes se incrementa, mientras que cuando el rendimiento es alto, el tiempo disminuye. Por tanto, todo parece indicar que cuanto mayor es el rendimiento mayor es también la cantidad de deberes escolares realizados por los estudiantes y mejor aprovechan ese tiempo que les dedican. Asimismo, esta relación positiva y lineal del rendimiento con la cantidad de deberes y con el aprovechamiento del tiempo no se mantiene con respecto al tiempo dedicado a los deberes.
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Multiple Goals and Homework Involvement in Elementary School Students. SPANISH JOURNAL OF PSYCHOLOGY 2015; 18:E81. [PMID: 26502792 DOI: 10.1017/sjp.2015.88] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp 2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp 2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp 2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.
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Rosário P, Núñez JC, Vallejo G, Cunha J, Nunes T, Suárez N, Fuentes S, Moreira T. The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design. Front Psychol 2015; 6:1528. [PMID: 26528204 PMCID: PMC4603246 DOI: 10.3389/fpsyg.2015.01528] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2015] [Accepted: 09/22/2015] [Indexed: 11/13/2022] Open
Abstract
This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.
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Affiliation(s)
- Pedro Rosário
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal
| | - José C Núñez
- Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain
| | | | - Jennifer Cunha
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal
| | - Tânia Nunes
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal
| | - Natalia Suárez
- Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain
| | - Sonia Fuentes
- Vicerrectoría Académica, Universidad Central de Chile Santiago de Chile, Chile ; Facultad de Educación, Universidad Autónoma de Chile Santiago de Chile, Chile
| | - Tânia Moreira
- Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal
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Rosário P, Núñez JC, Vallejo G, Cunha J, Nunes T, Mourão R, Pinto R. Does homework design matter? The role of homework's purpose in student mathematics achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2015. [DOI: 10.1016/j.cedpsych.2015.08.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2014. [DOI: 10.1007/s10212-014-0214-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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26
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Daw J. Parental income and the fruits of labor: Variability in homework efficacy in secondary school. RESEARCH IN SOCIAL STRATIFICATION AND MOBILITY 2012; 30:246-264. [PMID: 23704804 PMCID: PMC3659160 DOI: 10.1016/j.rssm.2012.01.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th-10th, but not 10th-12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.
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Affiliation(s)
- Jonathan Daw
- Institute for Behavioral Science and Institute for Behavioral Genetics, University of Colorado – Boulder, United States
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Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2011.04.006] [Citation(s) in RCA: 122] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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28
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Dumont H, Trautwein U, Lüdtke O, Neumann M, Niggli A, Schnyder I. Does parental homework involvement mediate the relationship between family background and educational outcomes? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2012. [DOI: 10.1016/j.cedpsych.2011.09.004] [Citation(s) in RCA: 74] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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29
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Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2011. [DOI: 10.1016/j.cedpsych.2010.10.001] [Citation(s) in RCA: 139] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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30
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Abstract
Educational psychology has generated a prolific array of findings about factors that influence and correlate with academic achievement. We review select findings from this voluminous literature and identify two domains of psychology: heuristics that describe generic relations between instructional designs and learning, which we call the psychology of "the way things are," and findings about metacognition and self-regulated learning that demonstrate learners selectively apply and change their use of those heuristics, which we call the psychology of "the way learners make things." Distinguishing these domains highlights a need to marry two approaches to research methodology: the classical approach, which we describe as snapshot, bookend, between-group experimentation; and a microgenetic approach that traces proximal cause-effect bonds over time to validate theoretical accounts of how learning generates achievements. We argue for fusing these methods to advance a validated psychology of academic achievement.
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Affiliation(s)
- Philip H Winne
- Faculty of Education, Simon Fraser University, Burnaby, BC V5A 1S6, Canada.
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