The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year.

Autor/inn/en	Flunger, Barbara; Trautwein, Ulrich; Nagengast, Benjamin; Lüdtke, Oliver; Niggli, Alois; Schnyder, Inge
Titel	The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. Gefälligkeitsübersetzung: Die zwei Gesichter der Zeit, die mit Hausaufgaben verbracht wird: Nutzung latenter Profilanalysen zur Vorhersage der Schulleistungen über ein Schuljahr hinweg.
Quelle	In: Learning and instruction, (2015) 39, S. 97-106Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.05.008
Schlagwörter	Kognitive Kompetenz; Kognitiver Stil; Junior High School; Schüler; Lerngewohnheit; Hausaufgabe; Selbstgesteuertes Lernen; Fremdsprachenunterricht; Engagement; Produktive Arbeit; Arbeitszeit; Leistung
Abstract	Investigated associations between homework time, effort, and academic achievement. A reanalysis of longitudinal data collected previously from 1,915 8th-graders learning French as a second language was conducted. Data were collected at the beginning and end of the school year and included information regarding average time spent on homework; homework efforts; agentic, emotional, and cognitive engagement; an achievement test; and academic grades. Results from latent profile analyses revealed five distinct learning types which remained stable over time. Different learning types showed distinct patterns related to agentic and emotional engagement as well as homework efforts. Students identified as both fast and high-effort learners demonstrated the highest academic achievement, while those identified as struggling learners showed the lowest achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3