ERIC Number: EJ1030921
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 44
Structural and Convergent Validity of the Homework Performance Questionnaire
Pendergast, Laura L.; Watkins, Marley W.; Canivez, Gary L.
Educational Psychology, v34 n3 p291-304 2014
Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire -- Teacher Scale (HPQ-T). Participants were 112 teachers of 224 students in six Illinois school districts. Common factor analysis with principal axis extraction and promax rotation was used for data analysis. Results revealed three salient factors: Parent support, student competence and homework completion. Subsequently, convergent validity of HPQ-T subscale scores with subscale scores from the Learning Behaviours Scale was examined. Findings suggest that the HPQ-T may potentially be a useful tool for improving research on homework and identifying strengths and weaknesses in student homework performance. However, modifications are recommended to optimise the utility of the scores.
Descriptors: Homework, Measures (Individuals), Questionnaires, Validity, Scores, Psychometrics, Educational Benefits, Factor Analysis, Teacher Attitudes, School Districts, Academic Achievement, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois