The Forgotten Voices in Homework: Views of Students

By P. M. Warton. 2001

307 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7b99878064b67026284e0b2f037282615720aa05

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Quality of parental support and students’ emotions during homework: Moderating effects of students’ motivational orientations (2007, background): “The presence and quality of parental support is a major factor influencing students’ emotions during homework (Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones, 2001; Warton, 2001).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “Many studies found that completing a reasonable amount of homework on a daily basis helps students develop study habits that facilitate learning and, ultimately, improve academic achievement (Cooper et al. 2006; Corno 1994; Epstein and Van Voorhis 2001; Rosário et al. 2009; Warton 2001; Xu and Corno”
Gender and Homework Management Reported by High School Students (2006, background): “…is particularly important, as high school students have usually been left out of the public discussions of homework (Loveless, 2003), and as the issue of how adolescents manage homework has received little attention in homework research literature (Warton, 2001; Xu, 2004; Xu & Corno, 1998, 2003).”
Homework and academic achievement across Spanish Compulsory Education (2015, background): “…a reasonable amount of HW daily can help to develop study habits that facilitate learning and, ultimately, improve academic achievement (Cooper et al., 2006; Corno, 1994; Epstein & Van Voorhis, 2001; Henderson, 1996; Rosário, Mourão, et al., 2009; Warton, 2001; Xu & Corno, 2006; Xu & Yuan, 2003).”
The Motivational Benefits of Homework: A Social-Cognitive Perspective (2004, background): “Those who have studied the effects of homework on academic achievement have discussed its non-academic benefits (Warton, 2001), its intermediary effects on motivation (Cooper et al.”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, background): “Warton (2001) warned that setting homework may be counterproductive if negative homework related emotions are entrenched, in which case homework may inhibit desired outcomes, such as positive attitudes towards schooling or the development of learning abilities.”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “…1989), (b) increases students’ motivation and ability to self-regulate their learning processes (Hoover-Dempsey et al., 2001; Ros ario et al., 2009; Warton, 2001), and (c) establishes a positive relationship between school and family (Epstein & Van Address correspondence to Jos e Carlos N u~nez,…”
The Role of Parents' Motivation in Students' Autonomous Motivation for Doing Homework. (2011, background): “Research also indicates that policymakers, administrators, teachers, and parents perceive homework as important for learning and achievement (Gill & Schlossman, 2004; Van Voorhis, 2004; Warton, 2001; Wiesenthal, Cooper, Greenblatt, & Marcus, 1997; Xu & Yuan, 2003).”
Homework as the Job of Childhood (2004, background): “Second, teachers assign homework for a variety of purposes (Warton, 2001).”
Doing Homework: Listening to Students,' Parents,' and Teachers' Voices in One Urban Middle School Community (2003, background): “It is surprising to note that the voices of students, the principal participants, are noticeably absent from much contemporary homework literature (Bryan & Nelson, 1994; Bryan, Nelson, & Mathur, 1995; Leung, 1993; Warton, 2001).”
Costs and Benefits of Family Involvement in Homework (2011, background): “Data on the time students spend on homework vary based on who reports it (Bembenutty, 2009; Hoover-Dempsey et al., 2001; Kitsantas & Zimmerman, 2009; Warton, 2001; Xu, 2009), as do recommendations about sensible requirements for time on homework.”
Reflecting on the Homework Ritual: Assignments and Designs (2004, background): “to remind them about their assignments ( Warton, 1997, 2001 ).”
Meanings of Homework and Implications for Practice (2004, background): “Furthermore, there is a sense, both from their own accounts and that of parents, that many young children complete homework to avoid getting into trouble (either at school or at home) or to please their teacher or parent (Corno, 2000; Warton, 2001).”
I actually started to scream: emotional and mathematical trauma from doing school mathematics homework (2011, background): “However, most information about homework has come from teachers and parents (Warton, 2001).”
The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort (2007, background): “…doi:10.1016/j.learninstruc.2007.02.009 takes away from more enjoyable activities, and parents grumble about the family stress caused by disagreements on whether, when, and how to do homework (Burnett & Fanshawe, 1997; Cooper, 2001; Grolnick, 2003; HooverDempsey et al., 2001; Warton, 2001).”
Homework Completion at the Secondary School Level: A Multilevel Analysis (2011, methodology): “…control H omework is a widespread and well-knowneducational activity (Chen & Stevenson, 1989;Cooper, 1989; Corno, 2000; Gill & Schlossman, 2003; Warton, 2001), and for most school-aged children it is an important part of their daily routine (Cooper, Robinson, & Patall, 2006; Corno, 2000).”