Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen

Abstract

Using a data set specifically tailored to homework research, with a sample of 1,275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, withinstudent level). The strength and direction of the homework-achievement association depended on the homework indicator chosen and differed to some degree across analytical levels. At the class level, achievement was higher in classes set frequent homework assignments and in classes where students reported low overall levels of negative emotions when doing homework. At the between-student level, high homework effort and low levels of negative homework emotions predicted favorable developments in French achievement, whereas high homework time predicted lower achievement. At the intraindividual level, high homework effort, high homework time, and low levels of negative homework emotions were statistically significantly associated with positive student evaluations of the specific assignment.Keywords: homework; frequency; time on task; effort; achievementThe Homework-Achievement Association 3 Chameleon Effects in Homework Research:The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen Does homework enhance students' achievement levels? In their recent state-of-the-art meta-analysis, Cooper, Robinson, and Patall (2006) found mostly positive associations between homework time and achievement, leading them to state that "both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement" (Cooper et al., 2006, p. 3). Although this conclusion adequately summarizes the existing body of research on the relationship between homework time and achievement, it may not fully reflect the complex relationship between homework and achievement (e.g., Cooper, Lindsay, Nye, & Greathouse, 1998; De Jong, Westerhof, & Creemers, 2000; Trautwein & Köller, 2003). In our view, definitive insights into the homework-achievement relationship are as yet precluded by the paucity of data collected specifically for purposes of homework research.This article has two central goals. The first is to delineate the methodological challenges that must be overcome in order to draw valid conclusions about the strength of the homeworkachievement association. We argue that this complex relationship can only properly be determined by (a) additionally including indicators of homework assignment and completion other than the time-on-homework variable, (b) distinguishing different levels of analysis (class level, between-student level, within-student level), and (c) using repeated-measurement designs. Our second goal is to document homework effects using a data set specifically tailored to homework research that was obtained from a large sample of eighth graders learning French as a second language. The Homework-Achievement AssociationThe majority of reviews of homework research ...

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

“…On one hand, it aligns with the studies of Dettmers et al (2011) andTrautwein et al (2009) which showed that indeed negative emotions during homework predict negative achievement.…”

“…This investigation extends the scope of previous research in primary and secondary education (Dettmers et al, 2011;Goetz et al, 2012;Trautwein et al, 2009) to look at the role of learning-related emotions in predicting achievement outcomes in the first year of university. To our best knowledge, only few studies in first year samples tried to prove similar relations (Tempelaar et al, 2012;.…”

“…Previously, research has shown that negative LREs have a strong impact on academic performance in mathematics and statistics domains (Dettmers et al, 2011) as well as other subjects Trautwein et al, 2009). Furthermore, in introductory courses, negative emotions are able to predict student withdrawal at the course level (Ruthig et al, 2008).…”

“…Learning-related emotions (LREs) are a particular type of achievement emotions, usually experienced in learning situations outside classroom instruction, such as studying or doing homework (Goetz et al, 2012;Pekrun et al, 2002;Pekrun et al, 2011). While other emotional settings, such as taking texts/exams, have been extensively studied, few studies have investigated situations that occur outside the class (Linnenbrink, 2006;Schutz & Pekrun, 2006;Trautwein et al, 2009). An exception is research on test emotions, (test anxiety in particular), where accepted interventions are helpful in training students to deal with their negative emotional states before or during the exam (Ergene, 2003).…”

Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo

“…En relación con la variable tiempo también existe una gran discrepancia, mientras unos encuentran que la relación entre esta variable y el rendimiento es positiva (Cooper, 1989;, otros encuentran que es débil o negativa (De Jong, Westerhof, & Creemers, 2000;Tam, 2009;Trautwein, Schnyder, Niggli, Neumann, & Lüdtke, 2009). Estos resultados inconsistentes, quizás se expliquen si tenemos en cuenta la tercera variable, el aprovechamiento del tiempo, ya que dedicar más tiempo a los deberes no significa emplear estrategias eficientes de gestión de los mismos (Xu, 2007).…”