Longitudinal Effects of In-School and Out-of-School Homework on High School Grades

By T. Keith, Christine Diamond-Hallam, J. Fine. 2004

98 citations recorded by the source corpus.

How researchers see this paper

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Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006, background): “This is sometimes unavoidable because domain-specific data are not available (Keith et al., 2004); moreover, aggregation is sometimes theoretically desirable or justifiable (e.g., when overall homework time is related to overall achievement).”
Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “When coupled with the work of Keith et al. (2004), completing homework at school may have a greater benefit than leaving it for completion outside of school.”
College students’ homework and academic achievement: The mediating role of self-regulatory beliefs (2009, background): “In fact, most of the research on homework has focused on its positive impact on achievement (Trautwein and Köller 2003; Keith et al. 2004).”