Journal article

Predicting Homework Effort : Support for a Domain-Specific, Multilevel Homework Model


  • Trautwein, Ulrich Center for Educational Research, Max Planck Institute for Human Development, Berlin
  • Lüdtke, Oliver Center for Educational Research, Max Planck Institute for Human Development, Berlin
  • Inge Schnyder University of Fribourg (UNI FR)
  • Niggli, Alois HEP Fribourg / PH Freiburg
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Published in:
  • Journal of Educational Psychology. - 2006, vol. 98, no. 2, p. 448 – 456
English 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, parental behavior variables, and stable personal characteristics such as cognitive ability and conscientiousness. Homework effort was found to be positively related to achievement. Only moderate intercorrelations were observed between the corresponding constructs of homework motivation and behavior in math and English as a foreign language. Conscientiousness and homework motivation (expectancy and value components) proved to be the strongest predictors of homework effort in math, English, and French. Perceived homework quality varied considerably between classes and impacted on homework motivation and behavior.
  • English
Education, teaching
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  • RERO DOC 235694
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