Hausaufgaben in der Grundschule (English shop)

Die Bedeutung zeitlicher Aspekte und Auswirkungen eines selbstregulatorischen Trainings

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The conclusion of the research has verified that homework behavior with its temporal aspects of duration time and the variability of the duration time corresponds with differences in scholastic achievement. Diverse studies verify a positive correlation between short homework times as well as a low variability of homework times and positive student achievement. In the context of self-regulated learning, motivational variables of homework completion appear to have an influence on the temporal aspect. Such results have been demonstrated mainly at secondary and post-secondary levels.

Against this background, two studies were carried out in five classes at a Grade Three level (N=19, N=101). With the aid of homework diaries and homework logs, the duration of completion and the variability of the times were recorded over a period of 7 and 15 weeks respectively. In the first study, the primary-level students were additionally surveyed on motivational variables, which were related to the temporal aspects by means of sum scores and individual analyses. In the second study, a treatment in the sense of self-monitoring was implemented, and pre- and post-effects with regard to the time components as well as motivational variables were compared.

The results from the primary level largely confirm previous findings: homework duration and the variability of homework times are closely interrelated with learning success. High concentration and satisfaction while doing homework are associated with positive student achievement. Enjoyment, concentration and satisfaction have a favorable effect on short and regular homework completion. The self-monitoring that was implemented achieved above all an increase in students’ concentration. The homework times of the weaker students became more aligned.