Configurations of learning types during homework: determinants and consequences

家庭作业是学校教学的核心组成部分，尤其是在数学、德语和外语等学科。家庭作业的主要目的之一是提高学业成绩。然而，关于家庭作业的效果，教育意图和经验证实之间存在着相当大的差距。本研究由四个子研究组成，其中近2000名八年级学生的纵向数据将会被潜在侧写模型重新分析。在研究一中，从作业依从性和作业时间投入两个方面考察了不同作业行为的配置(如快速、彻底完成作业与耗时作业，但只完成部分作业)以及特定学习类型的稳定性和变化。其次，探讨不同学习类型在学业成就上是否存在差异。研究2将考察动机和个性的个体差异作为特定学习类型的预测因素的影响。在研究3中，教师和班级层面的决定因素对学习行为类型的影响应该得到充分的模拟。研究四将探讨家长家庭作业介入差异对特定类型作业行为的影响。

Homework is a central component of instruction in school, especially in the subjects Mathematics, German and the foreign languages. One of the major aims of homework assignments is to increase academic achievement. However, there is a considerable gap between educational intent and empirical confirmation regarding the effect of homework. The proposed project addresses this research gap.The project consists of four sub-studies, in which longitudinal data of nearly 2000 eighth grade students will be reanalyzed with latent-profile-models. In study 1, considering both homework compliance and homework time investment, different configurations of homework behavior (e.g., fast and thorough completion versus time-consuming, but only partial completion of homework) and the stability and change of the specific learning types shall be investigated. Following, it shall be explored whether the learning types differ in academic achievement. Study 2 shall examine the effects of interindividual differences in motivation and personality as predictors of specific learning types. In study 3, the effects of determinants at the teacher- and class-level for types of learning behavior shall be adequately modeled. Study 4 shall explore the impact of differences in parental homework involvement on specific types of homework behavior.