Homework and academic achievement across Spanish Compulsory Education

Educational Psychology

Volumn 35, Issue 6, 2015, Pages 726-746

  Núñez, José Carlos ^a   Suárez, Natalia ^a   Cerezo, Rebeca ^a   González Pienda, Julio ^a   Rosário, Pedro ^b   Mourão, Rosa ^b   Valle, Antonio ^c  

^a UNIVERSITY OF OVIEDO   (Spain)

^b UNIVERSITY OF MINHO   (Portugal)

^c UNIVERSITY OF A CORUÑA   (Spain)

Author keywords

academic achievement; homework; middle school; perceived quality of HW time management; time spent on homework

Indexed keywords

EID: 84939271839     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410.2013.817537     Document Type: Article

References (67)

1. J.L.Arbuckle, (2009). Amos 18.0 user’s guide. Crawfordville, FL: Amos Development Corporation.
2. D.L.Bandalos, (1993). Factors influencing cross-validation of confirmatory factor analysis models. Multivariate Behavioral Research, 28, 351–374. doi:10.1207/s15327906mbr2803_3.
3. P.M.Bentler, (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.
4. M.W.Browne, & R.Cudeck, (1993). Alternative ways of assessing model fit. In K.Bollen & J.Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
5. T.Bryan, & C.Nelson, (1994). Doing homework: Perspectives of elementary and junior high school students. Journal of Learning Disabilities, 27, 488–499. doi:10.1177/002221949402700804.
6. H.Cooper, (1989). Synthesis of research on homework. Educational Leadership, 47, 85–91.
7. H.Cooper,, K.Jackson,, B.A.Nye,, & J.J.Lindsay, (2001). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69, 181–199.
8. H.Cooper,, J.J.Lindsay,, & B.Nye, (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464–487. doi:10.1006/ceps.1999.1036.
9. H.Cooper,, J.J.Lindsay,, B.A.Nye,, & S.Greathouse, (1998). Relationships between attitudes about homework, the amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70–83.
10. H.Cooper,, J.Robinson,, & E.Patall, (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1–62. doi:10.3102/00346543076001001.
11. H.Cooper, & J.C.Valentine, (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153. doi:10.1207/S15326985EP3603_1.
12. L.Corno, (1994). Student volition and education: Outcomes, influences, and practices. In D.H.Schunk & B.J.Zimmerman (Eds.), Self-regulation of learning and performance (pp. 229–251). Hillsdale, NJ: Erlbaum.
13. L.Corno, (2000). Looking at homework differently. Elementary School Journal, 100, 529–548. doi:10.1086/499654.
14. R.De Jong,, K.J.Westerhof,, & B.P.M.Creemers, (2000). Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6, 130–157. doi:10.1076/1380-3611(200006)6:2;1-E;F130.
15. S.Dettmers,, U.Trautwein,, & O.Ludtke, (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement, 20, 375–405. doi:10.1080/09243450902904601.
16. S.Dettmers,, U.Trautwein,, O.Ludtke,, M.Kunter,, & J.Baumert, (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102, 467–482. doi:10.1037/a0018453.
17. J.P.Dorman, (2008). The effect of clustering on statistical tests: An illustration using classroom environment data. Educational Psychology, 28, 583–595. doi:10.1080/01443410801954201.
18. B.Eliam, (2001). Primary strategies for promoting homework performance. American Educational Research Journal, 38, 691–725.
19. J.L.Epstein, & F.L.Van Voorhis, (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychology, 36, 181–193. doi:10.1207/S15326985EP3603_4.
20. S.Farrow,, P.Tymms,, & B.Henderson, (1999). Homework and attainment in primary schools. British Educational Research Journal, 25, 323–341. doi:10.1080/0141192990250304.
21. S.J.Finney, & C.DiStefano, (2006). Non-normal and categorical data in structural equation modelling. In G.R.Hancock & R.O.Mueller (Eds.), Structural equation modelling: A second course (pp. 269–314). Greenwich, CT: Information Age.
22. A.Gelman, & J.Hill, (2006). Data analysis using regression and multilevel hierarchical models. (doi:10.1017/CBO9780511790942). Cambridge: Cambridge University Press.
23. H.Goldstein, (2003). Multilevel statistical models. New York, NY: Arnold.
24. S.Harris,, J.Nixon,, & J.Rudduck, (1993). School work, homework and gender. Gender and Education, 5, 3–14. doi:10.1080/0954025930050101.
25. M.Henderson, (1996). Helping your student get the most out of homework. Washington, DC: National Education Association.
26. E.Hong, & R.M.Milgram, (2000). Homework: Motivation and learning preference. Westport, CT: Bergin & Garvey.
27. E.Hong,, Y.Peng,, & L.L.Rowell, (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19, 269–276. doi:10.1016/j.lindif.2008.11.009.
28. L.T.Hu, & P.M.Bentler, (1999). Cutoff criteria for fit indexes in covariance structure analysis: Coventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
29. C.J.M.Maas, & J.J.Hox, (2005). Sufficient sample sizes for multilevel modeling. Methodology, 1, 86–92. doi:10.1027/1614-2241.1.3.86.
30. J.C.Núñez,, P.Rosário,, G.Vallejo,, & J.A.González-Pienda, (2013). A longitudinal assessment of the effectiveness of a school-based mentoring program in middle school. Contemporary Educational Psychology, 38, 11–21. doi:10.1016/j.cedpsych.2012.10.002.
31. OECD. (2007). PISA 2006 results: Science competencies for tomorrow’s world. Retrieved from http://www.oei.es/evaluacioneducativa/InformePISA2006-FINALingles.pdf
32. R.A.Paschal,, T.Weinstein,, & H.J.Walberg, (1984). The effects of homework on learning: A quantitative synthesis. Journal of Educational Research, 78, 97–104.
33. P.R.Pintrich, (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-004-0006-x.
34. M.Ronning, (2011). Who benefits from homework assignments? Economics of Education Review, 30, 55–64.
35. P.Rosário,, M.Costa,, J.C.Núñez,, J.González-Pienda,, P.Solano,, & A.Valle, (2009). Academic procrastination: Associations with personal, school, and family variables. Spanish Journal of Psychology, 12, 118–127.
36. P.Rosário,, J.A.González-Pienda,, R.Cerezo,, R.Pinto,, P.Ferreira,, A.Lourenço,, & O.Paiva, (2010). Efficacy of the program «Testas’s (mis)adventures» to promote the deep approach to learning. Psicothema, 22, 828–834.
37. P.Rosário,, R.Mourão,, M.Baldaque,, T.Nunes,, J.C.Núñez,, J.González-Pienda,, … A.Valle, (2009). Homework, self-regulation of learning, and achievement in mathematics. Journal of Psychodidactics, 14, 179–192.
38. P.Rosário,, R.Mourão,, J.C.Núñez,, J.González-Pienda,, & A.Valle, (2006). SRL and EFL homework: Gender and grade effects. Academic Exchange Quarterly, 10, 135–140.
39. P.Rosário,, J.C.Núñez,, J.A.González-Pienda,, A.Valle,, L.Trigo,, & C.Guimarães, (2010). Enhancing self-regulation and approaches to learning in first-year college students: A narrative-based program assessed in the Iberian Peninsula. European Journal of Psychology of Education, 25, 411–428. doi:10.1007/s10212-010-0020-y.
40. P.Rosário,, J.C.Núñez,, A.Valle,, O.Paiva,, & S.Polydoro, (2013). Approaches to teaching in high school when considering contextual variables and teacher variables. Journal of Psychodidactics, 18, 25–45. doi:10.1387/RevPsicodidact.6215.
41. N.Schmitt, (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350–353. doi:10.1037//1040-3590.8.4.350.
42. H.Stoeger, & A.Ziegler, (2008). Evaluation of a classroom-based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230. doi:10.1007/s11409-008-9027-z.
43. V.C.W.Tam, (2009). Homework involvement among Hong Kong primary school students. Asia Pacific Journal of Education, 29, 213–227. doi:10.1080/02188790902859004.
44. U.Trautwein, (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388. doi:10.1016/j.learninstruc.2007.02.009.
45. U.Trautwein, & O.Köller, (2003). The relationship between homework and achievement – still much of a mystery. Educational Psychology Review, 15, 116–145. doi:10.1023/A:1023460414243.
46. U.Trautwein,, O.Köller,, B.Schmitz,, & J.Baumert, (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th grade mathematics. Contemporary Educational Psychology, 27, 26–50. doi:10.1006/ceps.2001.1084.
47. U.Trautwein,, O.Lüdtke,, C.Kastens,, & O.Köller, (2006). Effort on homework in grades 5 through 9: Development, motivational antecedents, and the association with effort on class-work. Child Development, 77, 1094–1111. doi:10.1111/j.1467-8624.2006.00921.x.
48. U.Trautwein,, O.Lüdtke,, I.Schnyder,, & A.Niggli, (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438–456.
49. U.Trautwein,, I.Schnyder,, A.Niggli,, M.Neumann,, & O.Lüdtke, (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34, 77–88. doi:10.1016/j.cedpsych.2008.09.001.
50. P.Wagner,, B.Schober,, & C.Spiel, (2007). Time students spend working at home for school. Learning and Instruction, 18, 309–320. doi:10.1027/0044-3409.215.3.183.
51. H.J.Walberg, (1991). Does homework help? School Community Journal, 1, 13–15.
52. P.M.Warton, (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155–165. doi:10.1207/S15326985EP3603_2.
53. S.G.West,, J.F.Finch,, & P.J.Curran, (1995). Structural equation models with non-normal variables: Problems and remedies. In R.Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 56–75). Newbury Park, CA: Sage.
54. A.Wigfield,, J.S.Eccles,, K.S.Yoon,, R.D.Harold,, A.J.A.Arbreton,, C.Freedman-Doan,, & P.C.Blumenfeld, (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451–469. doi:10.1037/0022-0663.89.3.451.
55. J.Xu, (2004). Family help and homework management in urban and rural secondary schools. Teachers College Record, 106, 1786–1803. doi:10.1111/j.1467-9620.2004.00405.x.
56. J.Xu, (2005). Purposes for doing homework reported by middle and high school students. The Journal of Educational Research, 99, 46–55.
57. J.Xu, (2006). Gender and homework management reported by high school students. Educational Psychology, 26, 73–91. doi:10.1080/01443410500341023.
58. J.Xu, (2007). Middle-school homework management: More than just gender and family involvement. Educational Psychology, 27, 173–189. doi:10.1080/01443410601066669.
59. J.Xu, (2008). Models of secondary school students’ interest in homework: A multilevel analysis. American Educational Research Journal, 45, 1180–1205. doi:10.3102/0002831208323276.
60. J.Xu, (2010a). Gender and homework management reported by African American students. Educational Psychology, 30, 755–770. doi:10.1080/01443410.2010.506673.
61. J.Xu, (2010b). Predicting homework distraction at the secondary school level: A multilevel analysis. Teachers College Records, 112, 1937–1969.
62. J.Xu, (2010c). Predicting homework time management at the secondary school level: A multilevel analysis. Learning and Individual Differences, 20, 34–39. doi:10.1016/j.lindif.2009.11.001.
63. J.Xu, (2011). Homework completion at the secondary school level: A multilevel analysis. The Journal of Educational Research, 104, 171–182. doi:10.1080/00220671003636752.
64. J.Xu, & L.Corno, (2006). Gender, family help, and homework management reported by middle school students. Journal of Research in Rural Education, 21(2), 1–13.
65. J.Xu, & R.Yuan, (2003). Doing homework: Listening to students’, parents’, and teachers’ voices in one urban middle school community. School Community Journal, 13, 25–44.
66. M.Younger, & M.Warrington, (1996). Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school. British Journal of Sociology of Education, 17, 299–313. doi:10.1080/0142569960170304.
67. B.J.Zimmerman, (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. doi:10.3102/0002831207312909.