Nonacademic Effects of Homework in Privileged, High-Performing High Schools

Galloway, Mollie K.; Conner, Jerusha; Pope, Denise Clark

doi:10.1080/00220973.2012.745469

Cited by 93 publications

(76 citation statements)

References 33 publications

(30 reference statements)

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“…Although, some studies have found that students who spend more time on homework also tend to report greater commitment to school work (Galloway et al, 2013), our findings indicated that spending more time doing homework was not related to a deeper engagement on the task. A possible explanation may be that using a deep approach to school tasks subsumes engaging in homework with the aim of practicing but also to further extend the content learned in class.…”

Section: Discussioncontrasting

confidence: 87%

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

Arias¹,

Regueiro²,

Núñez³

et al. 2016

Front. Psychol.

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There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

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Section: Discussioncontrasting

confidence: 87%

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

Arias¹,

Regueiro²,

Núñez³

et al. 2016

Front. Psychol.

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show abstract

“…Other studies focus on associations between speci c elements of the schooling system and measures of mental health. For instance, Galloway et al (2013) document that students are more stressed when they need more time to complete their homework. Similarly, there is evidence that students are more stressed during exam periods (Banks and Smyth, 2015), while the amount of school sport (Jewe et al, 2014) and good teacher-student relationships (Conner et al, 2014) relate to be er self-reported measures of mental health.…”

Section: Introductionmentioning

confidence: 99%

Increased instruction time and stress-related health problems among school children

Marcus

Reif

Wuppermann

et al. 2020

Journal of Health Economics

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While several studies suggest that stress-related mental health problems among school children are related to speci c elements of schooling, empirical evidence on this causal relationship is scarce. We examine a German schooling reform that increased weekly instruction time and study its e ects on stress-related outpatient diagnoses from the universe of health claims data of the German Social Health Insurance. Exploiting the di erential timing in the reform implementation across states, we show that the reform slightly increased stress-related health problems among school children. While increasing instruction time might increase student performance, it might have adverse e ects in terms of additional stress.

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“…He has made the bold though still largely unsubstantiated claim that the modern educational system is likely driving many of the social ills like violence and bullying, cognitive disorders such as Attention Deficit/Hyperactivity Disorder (ADHD), poor selfesteem, lack of initiative and creativity, and even depression and anxiety at subclinical and clinical levels of expression (Gray, 2011). A recent survey found that high school students that reported doing more homework each night showed greater behavioral engagement in school, yet they also reported more academic stress, physical health problems, and lack of balance in their lives (Galloway, Conner, & Pope, 2013). This association supports Gray's thesis, but nevertheless is weak given that it is only an observational study.…”

Section: The Role Of Play In Educationmentioning

confidence: 52%

Play as the Foundation of Human Intelligence: The Illuminating Role of Human Brain Evolution and Development and Implications for Education and Child Development.

Blaisdell

2013

jevohealth

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Children love to play. Why do they find such a frivolous activity so pleasurable and desirable? Perhaps it is not frivolous, but instead is an adaptation designed to guide proper cognitive development in human children. To understand why, I marshal evidence from different fields to build a case for play as a central behavioral mechanism of human brain and cognitive development. I start with a discussion of human evolution, focusing on the evolution of human physiology, tool-use, the human brain, and life-history strategy, and development, and how these are all connected as an adaptive suite. The anthropological and developmental evidence suggests the existence of an extended childhood adapted to establish the skills, knowledge, and understanding necessary to become a successful hunter-gatherer. I also compare human and chimpanzee brain development, and how brain-specific genes evolved uniquely in humans to foster human brain development. I conclude with the evidence from developmental psychology that even contemporary, first-world children are born with the drive to learn and develop intellectually through play. In this framework, human play can be viewed as an adaptation that guides human brain development to produce curious, intelligent and well-adjusted adults. I close by speculating on the possibility that barriers to or constraints on play may hamper intellectual and cognitive development. I focus on the important concept of developmental decanlization as a mechanism of evolutionary mismatch. I argue that more empirical study is needed to better understand the importance of play compared to other forms of education for optimal intellectual and cognitive development.

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Nonacademic Effects of Homework in Privileged, High-Performing High Schools

Cited by 93 publications

References 33 publications

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

Increased instruction time and stress-related health problems among school children

Play as the Foundation of Human Intelligence: The Illuminating Role of Human Brain Evolution and Development and Implications for Education and Child Development.

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