Homework, academic achievement and parental and teachers’ involvement
Article Sidebar
Main Article Content
Abstract
Homework (HW) is one of the most common school activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. Although there exist arguments use of HW in academic settings, such as when Time magazine, in 1999, warned that HW could disturb students and their families routines, opinions towards HW are primarily favorable; the use of HW is supported by numerous authors and is acknowledged as an indicator of successful schools and students. Doing HW is aimed at improving students’ study skills and their attitudes towards future work, as well as teaching students that learning takes place both inside and outside of the school setting. Moreover, those who favor assigning of HW argue that doing HW improves students’ academic achievement and fosters their autonomy once they are stimulated to self-regulate their study behavior responsibly.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Cooper, H. (Ed.). (1989). Homework. New York: Longman.
Cooper, H., Jackson, K., Nye, B. A., & Lindsay, J. J. (2001). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69, 181-199.
Cooper, H., Lindsey, J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464-487.
Cooper, H., Robinson, J., & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76, 1-62.
Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143-153.
Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25, 27-30.
De Jong, R., Westerhof, K. J., & Creemers, B. P. M. (2000). Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6, 130-157.
Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2011.09.004
Epstein, J. L. (1988). Homework practices, achievements, and behaviors of elementary school students.
Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36, 181-193.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461-1474.
Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246-267.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039-1101.
Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174-186.
Ronning, M. (2011). Who benefits from homework assignments? . Economics of Education Review, 30, 55-64.
Schultz, M. D. (1999). Parental involvement in low-income and minority children’s education. (Doctoral Dissertation, State University of New York at Stony Brook, 1999). Dissertation Abstracts International, 61, 549.
Tam, V. C. (2009). Homework involvement among Hong Kong primary school students. Asian Pacific Journal of Education, 29, 213-227.
Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372-388.
Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th grade mathematics. Contemporary Educational Psychology, 27, 26-50.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family caracteristics, classroom factors and school track. Learning and Instruction, 19, 243-258.
Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456.
Walberg, H. J. (1991). Does homework help? The School Community Journal, 1, 13-15.
Xu, J. (2007). Middle-School Homework Management: More than just gender and family involvement. Educational Psychology, 27(2), 173-189.
Xu, J. (2010). Predicting homework time management at the secondary school level: A multilevel analysis. Learning and Individual Differences, 20, 34-39.