Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement

Jos� Carlos Nú�ez, Natalia Su�rez, Pedro Ros�rio, Guillermo Vallejo, Rebeca Cerezo and Ant�nio Valle

The Journal of Educational Research, 2015, vol. 108, issue 3, 204-216

Abstract: The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results showed that (a) at higher grade levels, there is a lower perceived amount of teachers' HW feedback; (b) teachers' HW feedback as perceived by students is positively and significantly related to the amount of HW completed and to the perceived quality of HW time management but not to the amount of time spent on HW; (c) the amount of HW completed and the perceived quality of HW time management positively and significantly predict academic achievement; and (d) teachers' HW feedback as perceived by students has an indirect relationship with students' academic achievement by its effect on students' HW-related behaviors.

Date: 2015
References: View complete reference list from CitEc
Citations: View citations in EconPapers (3)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2013.878298 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:108:y:2015:i:3:p:204-216

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2013.878298

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().