Configurations of learning types during homework: determinants and consequences

家庭作业是学校教学的一个核心组成部分，特别是在数学、德语和外语等科目中。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相当大的差距。本研究针对这一研究空白，分四个子研究，以近2000名八年级学生为研究对象，采用潜在轮廓模型对纵向数据进行再分析。在研究1中，同时考虑作业依从性和作业时间投资，不同配置的作业行为（例如，快速彻底完成与耗时，但只完成部分作业）和特定学习类型的稳定性和变化进行调查。接下来，将探讨学习类型在学业成绩上是否不同。研究2将检验动机和个性的个体间差异对特定学习类型的预测作用。在研究3中，应充分模拟教师和班级水平上的学习行为类型的决定因素的影响。研究4将探讨父母家庭作业参与的差异对特定类型家庭作业行为的影响。

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.