A model of homework's influence on the performance evaluations of elementary school students

This study was the first to test a model of the influence of homework on cl assroom performance using a sample of elementary school students. A total o f 28 teachers in Grades 2 and 4 took part in the study, along with 428 stud ents and parents. The authors used structural equation modeling to examine relationships among variables. Student norms were positively related to the elimination of distractions from homework by parents. Positive student nor ms, higher student ability, and positive parent attitudes toward homework w ere all related to greater parent facilitation. Student's attitude toward h omework was unrelated to home and community factors but was related positiv ely to parent attitudes toward homework. Classroom grades were unrelated to student's attitude toward homework but were predicted by how much homework the student completed (even after the use of homework in grading was contr olled), by student ability, and by the amount of parent facilitation More g enerally, parent facilitation was an important mediator of the relation bet ween student norms, student ability, and parent attitudes toward homework, and the outcome of classroom grades.