Time students spend working at home for school: A hierarchical model analysis

Abstract

The present study investigates time investment in doing homework and in preparing for exams in relation to selected determinants of school success based on the model of Helmke and Schrader (1996). Data of 1862 students (1037 girls, 825 boys) attending 30 Austrian compulsory schools in 88 different classes from grades 7 to 9 were collected with questionnaires. Two different models using ordinal multi-level analyses were generated; one to explain time invested in doing homework and one for time invested in preparing for exams. Data are available on individual level (student-level) and classroom-level (context level). On individual level both models show effects of gender, scholastic interest, and scholastic pressure to perform. In addition, parental pressure to perform and academic achievement display a significant impact due to time invested in preparing for exams. On context level in both models all included variables (grade, quality of teaching, scholastic pressure to perform) show significant effects.© 2014 Published by C-crcs. Peer-review under responsibility of the Editor of the Volume.

Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19

“…While some scholars found a positive relationship indicating the more time students invest, the better the achievement [44], some found no correlation and argue that time spent on studying only matters when the quality of the study time is taken into consideration [45]. Factors that influence the time spent studying at home are gender differences [42,44], motivation [46], academic interest, school anxiety, and parental pressure [47]. The time spent studying at home is an even more critical matter in Vietnam, as Larson and Verma [48] found a gap in the time spent on schoolwork outside school between East Asian and U.S students, especially in adolescents, in which East Asian adolescents spend substantially more time on academic activity than U.S adolescents.…”