The Relationship Between Homework and Achievement—Still Much of a Mystery

By Ulrich Trautwein, Olaf Köller. 2003

300 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/396760b72e9fc01be4c3096070cc8ded5f413495

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Developing Self-Regulation Skills: The Important Role of Homework (2011, background): “…through three areas of psychological functioning that are essential in learning: cognitive (e.g., learning strategies), motivational (e.g., selfefficacy, task value), and metacognitive (e.g., self-monitoring and self-reflection; Bandura, 1993; Hong, Peng, & Rowell, 2009; Trautwein & Köller, 2003).”
Homework and academic achievement across Spanish Compulsory Education (2015, unknown): “…strength of the relationship between HW and academic achievement is not yet clear (e.g. Cooper, 1989; Dettmers, Trautwein, & Ludtke, 2009; Farrow, Tymms, & Henderson, 1999; Paschal, Weinstein, & Walberg, 1984; Ronning, 2011; Trautwein & Köller, 2003; Trautwein, Köller, Schmitz, & Baumert, 2002).”
Gender and Homework Management Reported by High School Students (2006, background): “While there is still a critical need to examine a range of homework variables that influence student achievement and self‐regulatory processes (Trautwein & Koller, 2003 ), a final interesting line of research could examine the possible interplays between these two major purposes of homework.”
College students’ homework and academic achievement: The mediating role of self-regulatory beliefs (2009, background): “…there is extensive evidence that homework can lead to higher levels of subject matter learning (Cooper and Valentine 2001; Trautwein et al. 2002; Trautwein and Köller 2003), there has been little research indicating that homework experiences can also enhance students’ development as…”
Students’ Needs, Teachers’ Support, and Motivation for Doing Homework: A Cross-Sectional Study (2009, background): “And yet it is interesting that as a topic of research, homework has been rather neglected (Trautwein & Köller, 2003).”
Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. (2009, background): “…homework, teachers, effort, achievement, parental support Given the practical significance of homework for students, teachers, and parents alike, the quantity of empirical research on the subject is surprisingly limited and its quality mixed (Buell, 2004; Cooper, 2001; Trautwein & Köller, 2003).”
The Role of Parents' Motivation in Students' Autonomous Motivation for Doing Homework. (2011, background): “Yet, interestingly, as a topic of research, homework has been rather neglected (Murray et al., 2006; Trautwein & Köller, 2003).”
Nonacademic Effects of Homework in Privileged, High-Performing High Schools (2013, unknown): “…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).”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “…completed, time spent on HW, and academic achievement may be (e.g., Cooper, 1989; Dettmers et al., 2009; Farrow et al. 1999; Paschal et al., 1984; Trautwein & K€oller, 2003; Trautwein et al., 2002), being this a source of discrepancies between teachers, parents and students (Cooper et al., 2006).”
The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries (2009, background): “Although homework has been a focus of public and scientific interest for years, the strength of the association between homework and achievement is not yet entirely clear (Cooper, Lindsay, Nye, & Greathouse, 1998 ; De Jong, Westerhof, & Creemers, 2000 ; Trautwein & Koller, 2003 ).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, background): “Trautwein and Köller (2003) severely criticized large parts of the previous research on this topic and laid the foundations for a new generation of studies, signaling the need to use more sophisticated statistical models to allow a more rigorous analysis of the variables involved.”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “Despite the history of research on homework, the strength of relationships of time spent, amount of homework completed, and students’ academic achievement is not fully understood (e.g., Cooper 1989; Dettmers et al. 2009; Farrow et al. 1999; Núñez et al. 2014a, b; Paschal et al. 1984; Trautwein and K”