Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track

By Ulrich Trautwein, O. Lüdtke. 2009

189 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c204ecfe028393b9c23bd347f2354afca53edcaa

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In Clinical Psychology

In Education

Citations in the corpus

Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, methodology): “Previous research (e.g., Katz et al., 2010; Trautwein & L€udtke, 2009; Trautwein, L€udtke, Kastens, et al., 2006; Trautwein, Schnyder, et al., 2009; Walberg, 1991; Xu, 2011; Xu & Corno, 2006) reported statistically significant positive relationships between teacher feedback and a range of…”
Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, methodology): “Third, most studies have analyzed homework involvement in general, without focusing on a specific subject (see Dumont et al., 2012; Trautwein & Lüdtke, 2009, for exceptions).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, methodology): “The items (see Table 4) were adapted from prior studies (Carter and Wojtkiewicz 2000; Dumont et al. 2012; Trautwein and Lüdtke 2009).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, background): “…has shown that aspects of the learning environment affect students' homework related emo tions (Trautwein, Niggli, et al., 2009) as well as the effort they put into their homework and, ultimately, their achievement (e.g., Dettmers et al., 2010; Trautwein & Lüdtke, 2007; Trautwein & Lüdtke, 2009).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, methodology): “As Trautwein and Lüdtke (2009) noted, the word “effect” must be understood as “predictive effect.””
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Therefore, encouraging dialogic classroom discourse patterns (see Mortimer & Scott, 2003 ; Wells, 1999 ) in which students engage in discussions and tasks that apprentice them into the discourse and methodology of science would promote students’ engagement in science and their science achievement ”