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ERIC Number: EJ829232
Record Type: Journal
Publication Date: 2009-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-0022-0663
Between-Teacher Differences in Homework Assignments and the Development of Students' Homework Effort, Homework Emotions, and Achievement
Trautwein, Ulrich; Niggli, Alois; Schnyder, Inge; Ludtke, Oliver
Journal of Educational Psychology, v101 n1 p176-189 Feb 2009
The study 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. A total of 63 teachers (40 male, 23 female; mean teaching experience: M = 17.5 years) of French as a 2nd language and their 1,299 Grade 8 students (51.2% female; mean age at first measurement point: M = 13.84, SD = 0.56) participated in the study. In multilevel models, teachers' homework attitudes and behaviors were specified to predict outcomes at the end of Grade 8, controlling for covariates at the beginning of Grade 8. 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; the 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. (Contains 4 tables and 2 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland