Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement.

Autor/inn/en	Trautwein, Ulrich; Niggli, Alois; Schnyder, Inge; Lüdtke, Oliver
Titel	Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement.
Quelle	In: Journal of educational psychology, 101 (2009) 1, S. 176-189Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Meinung; Bildungssystem; Schule; Elternmitwirkung; Junior High School; Lehrer; Schüler; Leistungsmotivation; Lehrmethode; Hausaufgabe; Hochschule; Leistung; Student; USA
Abstract	Examines whether teachers' homework objectives, implementation practices, and attitudes toward parental involvement are associated with the development of students' homework effort, homework emotions, and achievement during Grade 8. Participants were 63 teachers (40 male, mean teaching experience 17.5 years) of French as a 2nd language and their 1,299 Grade 8 students (51.2 percent female, mean age at first measurement point 13.8 years). The 1st student questionnaire and achievement test and the teacher questionnaire were administered between August and October (T1) while the 2nd student questionnaire and achievement test were administered in the following May-June (T2). Results showed that a low emphasis on drill and practice tasks and a high emphasis on motivation were associated with favorable developments in homework effort and achievement. Controlling homework assignments were associated with less homework effort and more negative homework emotions. An opposite pattern was found for students whose teacher supported student homework autonomy rather than parental homework involvement. The authors call for a systematic integration of findings from homework research in teacher training. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2009/4