A person-centered approach to homework behavior: Students' characteristics predict their homework learning type.

Autor/inn/en	Flunger, Barbara; Trautwein, Ulrich; Nagengast, Benjamin; Lüdtke, Oliver; Niggli, Alois; Schnyder, Inge
Titel	A person-centered approach to homework behavior: Students' characteristics predict their homework learning type.
Quelle	In: Contemporary educational psychology, (2017) 48, S. 1-15Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2016.07.002
Schlagwörter	Anstrengung; Persönlichkeitsmerkmal; Pädagogische Psychologie; Verhaltensmuster; Geschlecht; Motivation; Pädagogische Psychologie; Schüler; Schweiz; Zeit; Sprachkompetenz; Französisch; Verhaltensmuster; Hausaufgabe; Genauigkeit; Anstrengung; Schuljahr 08; Schüler; Lerntyp; Motivation; Hausaufgabe; Geschlecht; Sprachkompetenz; Fremdsprachenkenntnisse; Französisch; Zeit; Genauigkeit; Profilanalyse; Schweiz
Abstract	Homework time [...] and homework effort [...] are defined as two central aspects that characterize students' homework behavior. Recent research has identified homework learning types by considering differences in students in both homework effort and homework time with a person-centered approach [...]. The present study investigated how students' characteristics (i.e., motivation, conscientiousness, gender, and verbal abilities) are associated with these homework behavior profiles. To this end, data on homework behavior in the subject of French as a second language of 1649 Swiss eighth-grade students were reanalyzed by applying latent profile analyses (LPAs) with covariates in a modified three-step method [...]. The findings suggest that large amounts of homework time can be a characteristic of favorable homework behavior: When students simultaneously invested a great deal of effort in their homework, spending a lot of time on homework was associated with high motivation and high conscientiousness. By contrast, when students exerted low effort, large amounts of homework time were found to be associated with low motivation and low conscientiousness. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1