Alois Niggli

TL;DR: In this paper, the authors used structural equation modeling and hierarchical linear modeling analyses to test the model in two studies with 414 and 1,501 8th graders, respectively, and found that conscientiousness and homework motivation proved to be strong predictors of homework effort.

TL;DR: Both conscientiousness and competence beliefs meaningfully predicted academic effort, irrespective of how academic effort was measured (single-measurement questionnaire or diary data).

TL;DR: The authors examined whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept, finding that perceived parental homework interference and perceived homework-related conflict were negatively related to students' academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes.

TL;DR: This paper found that how often parents helped with homework was negatively associated with the development of achievement, whereas homework help that was perceived as supportive had positive predictive effects, and homework help perceived as intrusive had negative effects.

TL;DR: This article examined whether teachers' homework objectives, implementation practices, and attitudes toward parental involvement are associated with the development of students' homework effort, homework emotions, and achievement during grade 8.