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Individual and Environmental Factors Shaping Homework Behavior: A Three‐Level Investigation With Hierarchical Linear Modeling.

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Title: Individual and Environmental Factors Shaping Homework Behavior: A Three‐Level Investigation With Hierarchical Linear Modeling.
Authors: Avcı, Süleyman (AUTHOR), Özgenel, Mustafa (AUTHOR), Avcu, Akif (AUTHOR)
Source: Psychology in the Schools. Sep2025, Vol. 62 Issue 9, p3654-3673. 20p.
Subjects: Academic motivation, Academic achievement, School environment, Multilevel models, Parent participation in education, Classroom dynamics
Abstract: This study employed a multilevel, three‐stage hierarchical linear modeling (HLM) approach to examine the factors influencing homework completion, time, and effort behaviors among middle and high school students. The student‐level analysis encompassed a range of variables, including academic achievement, parental education, book ownership, age, homework motivation, emotions, parental involvement, personality, and attitudes. The class‐level analysis incorporated homework quality, feedback quality, autonomy support, and homework frequency, representing teacher involvement. The school‐level analysis included factors that reflected school‐level differences and involved both middle and high school students. The study's findings indicated that homework completion and effort are predominantly influenced by individual‐level factors, while homework time is significantly impacted by class‐level variables. The study underscores the significance of academic achievement, homework motivation, and parental involvement in predicting homework completion and effort. Conversely, teacher feedback quality and autonomy support emerged as important factors affecting homework time and completion rates. This complex model offers a detailed understanding of the details that shape homework behaviors (completion, time, and effort), providing a foundation for designing targeted interventions to enhance student achievement. Summary: Student motivation is a primary driver of homework completion and effort, highlighting the importance of engaging and relevant homework assignments to boost motivation.Parental involvement does not significantly predict homework behaviors, indicating that the traditional emphasis on parental roles in homework guidance may need reassessment.Teachers' feedback, while influential, should avoid being overly controlling as it negatively affects all aspects of homework behaviors—completion, effort, and time—underscoring the importance of nonpressuring feedback approaches. [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: Individual and Environmental Factors Shaping Homework Behavior: A Three‐Level Investigation With Hierarchical Linear Modeling.
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  Data: <searchLink fieldCode="AR" term="%22Avcı%2C+Süleyman%22">Avcı, Süleyman</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Özgenel%2C+Mustafa%22">Özgenel, Mustafa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Avcu%2C+Akif%22">Avcu, Akif</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Sep2025, Vol. 62 Issue 9, p3654-3673. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+participation+in+education%22">Parent participation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study employed a multilevel, three‐stage hierarchical linear modeling (HLM) approach to examine the factors influencing homework completion, time, and effort behaviors among middle and high school students. The student‐level analysis encompassed a range of variables, including academic achievement, parental education, book ownership, age, homework motivation, emotions, parental involvement, personality, and attitudes. The class‐level analysis incorporated homework quality, feedback quality, autonomy support, and homework frequency, representing teacher involvement. The school‐level analysis included factors that reflected school‐level differences and involved both middle and high school students. The study's findings indicated that homework completion and effort are predominantly influenced by individual‐level factors, while homework time is significantly impacted by class‐level variables. The study underscores the significance of academic achievement, homework motivation, and parental involvement in predicting homework completion and effort. Conversely, teacher feedback quality and autonomy support emerged as important factors affecting homework time and completion rates. This complex model offers a detailed understanding of the details that shape homework behaviors (completion, time, and effort), providing a foundation for designing targeted interventions to enhance student achievement. Summary: Student motivation is a primary driver of homework completion and effort, highlighting the importance of engaging and relevant homework assignments to boost motivation.Parental involvement does not significantly predict homework behaviors, indicating that the traditional emphasis on parental roles in homework guidance may need reassessment.Teachers' feedback, while influential, should avoid being overly controlling as it negatively affects all aspects of homework behaviors—completion, effort, and time—underscoring the importance of nonpressuring feedback approaches. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187257441
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        Value: 10.1002/pits.23567
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        Text: English
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      – SubjectFull: Academic achievement
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      – SubjectFull: School environment
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      – SubjectFull: Multilevel models
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      – SubjectFull: Parent participation in education
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      – SubjectFull: Classroom dynamics
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      – TitleFull: Individual and Environmental Factors Shaping Homework Behavior: A Three‐Level Investigation With Hierarchical Linear Modeling.
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            NameFull: Özgenel, Mustafa
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            – D: 01
              M: 09
              Text: Sep2025
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              Y: 2025
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