The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

By Ulrich Trautwein. 2007

382 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/04f54a53a8bdc6365b444f38c936c77e8f126afe

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Citations in the corpus

Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective (2016, background): “For example, it was reported that it is the proportion of homework completed and homework effort that positively predicted student achievement, rather than simply the amount of time spent doing homework (Cooper, Lindsay, & Nye, 1998; Trautwein, 2007; Trautwein, Ludtke, Schnyder, & Niggli, 2006).”
Homework and academic achievement across Spanish Compulsory Education (2015, methodology): “By means of multilevel modelling, Trautwein (2007) corroborated these same findings after re-analysing the data from the German extension of the PISA 2000 study, which included a large additional sample from nine graders.”
Deliberate Practice Spells Success (2011, background): “…academic achievement for children in elementary school (Cooper, Robinson, & Patall, 2006) but that study time does reliably predict academic achievement when the quality of study activity is taken into consideration (Plant, Ericsson, Hill, & Asberg, 2005; Trautwein, 2007; Trautwein & Ludtke, 2007).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, methodology): “This result is consistent with that described by Farrow et al. (1999) and with the findings of Trautwein (2007) and Trautwein et al. (2002), which showed that when frequency is considered, the effect of the amount of homework loses statistical significance.”
Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. (2010, background): “Much empirical research fails to reflect the complexity of the variables involved in homework assignment and homework completion (see Cooper, 1989), and the methodological shortcomings of many studies make it difficult to draw firm conclusions about the strength of the homework– achievement relation”
Developing Self-Regulation Skills: The Important Role of Homework (2011, background): “Further, investing greater effort in homework is associated with higher achievement (Trautwein, 2007; Zimmerman & Kitsantas, 2005).”
Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment (2015, background): “Research has consistently demonstrated that school students who do homework have consistently higher academic attainment compared with those who do not (Cooper, Robinson, & Patall, 2006; Trautwein, 2007; Trautwein, Köller, Schmitz, & Baumert, 2002).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, methodology): “Similarly, Trautwein, Niggli, Schnyder, and Lüdtke (2009) argued that home work is likely to be most effective if students do not typically expe rience unpleasant emotions such as anger while doing their assignments. Trautwein, Schnyder, Niggli, Neumann, and Lüdtke (2009) found a reciprocal relation”
Nonacademic Effects of Homework in Privileged, High-Performing High Schools (2013, neutral): “…and findings have depended, in part, upon study design and analytical techniques (Cooper, Lindsay, Nye, & Greathouse, 1998; Cooper, Robinson, & Patall, 2006; Trautwein, 2007; Trautwein & Koller, 2003; Trautwein, Schnyder, Niggli, Neumann, & Ludtke, 2009; Wagner, Schober, & Spiel, 2008).”
Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. (2009, background): “…to have substantial effects on their school grades (Trautwein, 2007; Zimmerman & Kitsantas, 2005), with homework effort evidencing a stronger positive association with achievement than time spent on homework (Trautwein, 2007; Trautwein & Lüdtke, 2007; Trautwein, Lüdtke, Schnyder, & Niggli, 2006).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, methodology): “…of homework completed (e.g., Epstein and Van Voorhis 2001); b) not significantly associated with homework time management (Xu 2013; Xu et al. 2014); and c) negatively related to academic achievement (Dettmers et al. 2009; Núñez et al. 2014a, b; Trautwein 2007; Trautwein et al. 2009a, b; Xu 2011).”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “As in other studies, a negative association with a small effect size was found between the amount of time spent on HW and academic achievement (e.g., De Jong et al., 2000; Tam, 2009; Trautwein, 2007; Trautwein et al., 2002; Trautwein, Niggli, et al., 2009).”