Understanding Homework Behaviors: A Latent Profile Analysis of Time, Effort, and Completion.
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| Title: | Understanding Homework Behaviors: A Latent Profile Analysis of Time, Effort, and Completion. |
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| Authors: | Avcı, Süleyman1 (AUTHOR) suleyman.avci@marmara.edu.tr, Xu, Jianzhong2 (AUTHOR), Özgenel, Mustafa3 (AUTHOR) |
| Source: | Psychology in the Schools. Nov2025, Vol. 62 Issue 11, p4411-4425. 15p. |
| Subject Terms: | *Homework, *Academic achievement, *Motivation (Psychology), *Middle schools, *Student engagement, *Psychology of students, Latent class analysis (Statistics), Gender differences (Sociology) |
| Abstract: | Homework is a widely used educational practice, but the ways in which students approach it vary considerably and influence its effectiveness. Understanding these behavioral differences is crucial to designing effective and appropriate homework practices. The purpose of this study was to examine students' homework behavior and determine its relationship with variables such as academic achievement, homework motivation, age, and gender. In the study, homework profiles of students were created on the basis of indicators of homework time, effort, and completion. The study was conducted among 642 middle school students. Data were collected on students' homework behavior, homework motivation, and academic achievement in mathematics. In the study, four different homework profiles were identified using latent profile analysis: Full Participants, Consistent Completers, Low Effort Contributors, and Minimal Participants. The findings revealed significant differences in academic achievement and motivation across the identified homework profiles. Students in the Full Participants profile (high effort, completion, and time) demonstrated the highest levels of achievement and intrinsic motivation, whereas extrinsic motivation was more pronounced in the Low Effort Contributors profile (low effort, moderate time, low completion). These results suggest that students' motivation and achievement are closely associated with their homework engagement patterns, particularly the levels of effort and completion. In addition, younger students were more likely to be in high‐engagement profiles, while older students tended to cluster in profiles characterized by lower homework engagement. Gender differences also emerged, with male students more frequently represented in both the highest (Full Participants) and lowest (Minimal Participants) profiles, and female students more commonly found in the Low Effort Contributors profile. The study emphasizes that teachers should consider individual differences in students when assigning homework. Practitioner Points: Students with the highest homework engagement, characterized by strong effort and completion, demonstrate the greatest academic achievement and motivation.Students with lower homework effort and completion tend to rely more on extrinsic motivation.Students in higher grades tend to show lower levels of engagement with homework. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188607148 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Understanding Homework Behaviors: A Latent Profile Analysis of Time, Effort, and Completion. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Avcı%2C+Süleyman%22">Avcı, Süleyman</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> suleyman.avci@marmara.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Xu%2C+Jianzhong%22">Xu, Jianzhong</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Özgenel%2C+Mustafa%22">Özgenel, Mustafa</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Nov2025, Vol. 62 Issue 11, p4411-4425. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Latent+class+analysis+%28Statistics%29%22">Latent class analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Homework is a widely used educational practice, but the ways in which students approach it vary considerably and influence its effectiveness. Understanding these behavioral differences is crucial to designing effective and appropriate homework practices. The purpose of this study was to examine students' homework behavior and determine its relationship with variables such as academic achievement, homework motivation, age, and gender. In the study, homework profiles of students were created on the basis of indicators of homework time, effort, and completion. The study was conducted among 642 middle school students. Data were collected on students' homework behavior, homework motivation, and academic achievement in mathematics. In the study, four different homework profiles were identified using latent profile analysis: Full Participants, Consistent Completers, Low Effort Contributors, and Minimal Participants. The findings revealed significant differences in academic achievement and motivation across the identified homework profiles. Students in the Full Participants profile (high effort, completion, and time) demonstrated the highest levels of achievement and intrinsic motivation, whereas extrinsic motivation was more pronounced in the Low Effort Contributors profile (low effort, moderate time, low completion). These results suggest that students' motivation and achievement are closely associated with their homework engagement patterns, particularly the levels of effort and completion. In addition, younger students were more likely to be in high‐engagement profiles, while older students tended to cluster in profiles characterized by lower homework engagement. Gender differences also emerged, with male students more frequently represented in both the highest (Full Participants) and lowest (Minimal Participants) profiles, and female students more commonly found in the Low Effort Contributors profile. The study emphasizes that teachers should consider individual differences in students when assigning homework. Practitioner Points: Students with the highest homework engagement, characterized by strong effort and completion, demonstrate the greatest academic achievement and motivation.Students with lower homework effort and completion tend to rely more on extrinsic motivation.Students in higher grades tend to show lower levels of engagement with homework. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.70012 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 4411 Subjects: – SubjectFull: Homework Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Middle schools Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Latent class analysis (Statistics) Type: general – SubjectFull: Gender differences (Sociology) Type: general Titles: – TitleFull: Understanding Homework Behaviors: A Latent Profile Analysis of Time, Effort, and Completion. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Avcı, Süleyman – PersonEntity: Name: NameFull: Xu, Jianzhong – PersonEntity: Name: NameFull: Özgenel, Mustafa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 62 – Type: issue Value: 11 Titles: – TitleFull: Psychology in the Schools Type: main |
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