Students' self-reported effort and time on homework in six school subjects. Between-student differences and within-student variation.

Autor/inn/en	Trautwein, Ulrich; Lüdtke, Oliver
Titel	Students' self-reported effort and time on homework in six school subjects. Between-student differences and within-student variation.
Quelle	In: The journal of educational psychology, 99 (2007) 2, S. 432-444Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 443-444
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
Schlagwörter	Meinung; Sekundarbereich; Schüler; Motivation; Hausaufgabe; Einsatz; Student
Abstract	Effort on homework has a profound impact on student achievement. Researchers typically use an interindividual research design to explain homework effort. In the present study with a total of 511 students from grades 8 and 9, an interindividual perspective (focus on between-students differences) was combined with an intraindividual perspective (focus on within-student differences). Multilevel modeling showed that students' homework effort was a function of between-students differences in conscientiousness and within-student differences in perceived homework characteristics (subject-specific quality of tasks and homework control), perceived parental valuation of specific subjects, and homework motivation (subject-specific expectancy and value beliefs). Furthermore, a significant cross-level interaction indicated that perceived homework control by teachers had a stronger effect on students low in conscientiousness than on their more conscientious peers. (ZPID).
Erfasst von	Max-Planck-Institut für Bildungsforschung, Berlin
Update	2008/1