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Exploring the Relationship Between Frequency of Different Homework Types and Academic Performance: An Example of 8th‐Graders Students on Math in China.

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Title: Exploring the Relationship Between Frequency of Different Homework Types and Academic Performance: An Example of 8th‐Graders Students on Math in China.
Authors: Shao, Yueyang (AUTHOR), Liu, Qimeng (AUTHOR), Cui, Tianxue (AUTHOR), Liu, Jian (AUTHOR)
Source: Psychology in the Schools. Aug2025, Vol. 62 Issue 8, p2778-2790. 13p.
Subjects: Educational evaluation, Mathematics exams, Academic achievement, Mathematics students, Homework
Abstract: Scholars paid attention to the relationship between homework frequency and academic performance, however, fewer of them noticed that the relationship might be nonlinear and may vary across different types of homework. This study aims at exploring the nonlinear relationship between the different types of homework frequency and mathematical academic performance. To reach this goal, the study utilized the Multilevel Piecewise Regression Model (MPRM) and educational assessment data with 11,007 8th‐graders students from a city in China. The results emphasize the importance of considering the nonlinear relationship between homework frequency and academic performance, as well as the differing effects of various homework types. Specifically, a higher frequency of Practice Homework (PH) seems to be positively related to academic performance, overwhelming Simulated Test Homework (STH) seems to be inefficient and overwhelming Extension Homework (EH) or Integration Homework (IH) has no positive effect on academic performance. According to the results, educators should not assign excessive STH (no more than once a month) to avoid hurting students' academic performance, while maintaining a higher frequency of PH may be more appropriate. Summary: The relationship between the frequency of different types of homework and academic performance varies widely.For practice homework, the frequency of math homework positively predicted students' academic performance in math.For stimulated test homework, appropriate math homework frequency positively predicted academic performance, and excessive math homework frequency negatively predicted academic performance. [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: Psychology and Behavioral Sciences Collection
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  Data: Exploring the Relationship Between Frequency of Different Homework Types and Academic Performance: An Example of 8th‐Graders Students on Math in China.
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  Data: <searchLink fieldCode="AR" term="%22Shao%2C+Yueyang%22">Shao, Yueyang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Qimeng%22">Liu, Qimeng</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cui%2C+Tianxue%22">Cui, Tianxue</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Jian%22">Liu, Jian</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Aug2025, Vol. 62 Issue 8, p2778-2790. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+exams%22">Mathematics exams</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br /><searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Scholars paid attention to the relationship between homework frequency and academic performance, however, fewer of them noticed that the relationship might be nonlinear and may vary across different types of homework. This study aims at exploring the nonlinear relationship between the different types of homework frequency and mathematical academic performance. To reach this goal, the study utilized the Multilevel Piecewise Regression Model (MPRM) and educational assessment data with 11,007 8th‐graders students from a city in China. The results emphasize the importance of considering the nonlinear relationship between homework frequency and academic performance, as well as the differing effects of various homework types. Specifically, a higher frequency of Practice Homework (PH) seems to be positively related to academic performance, overwhelming Simulated Test Homework (STH) seems to be inefficient and overwhelming Extension Homework (EH) or Integration Homework (IH) has no positive effect on academic performance. According to the results, educators should not assign excessive STH (no more than once a month) to avoid hurting students' academic performance, while maintaining a higher frequency of PH may be more appropriate. Summary: The relationship between the frequency of different types of homework and academic performance varies widely.For practice homework, the frequency of math homework positively predicted students' academic performance in math.For stimulated test homework, appropriate math homework frequency positively predicted academic performance, and excessive math homework frequency negatively predicted academic performance. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  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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        Value: 10.1002/pits.23502
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Mathematics exams
        Type: general
      – SubjectFull: Academic achievement
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      – SubjectFull: Mathematics students
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      – SubjectFull: Homework
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            NameFull: Liu, Qimeng
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            – D: 01
              M: 08
              Text: Aug2025
              Type: published
              Y: 2025
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