Abstract
Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.
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This research was supported by NIMH grant number MH38324, “Stress in Daily Life During Early Adolescence,” awarded to Reed Larson. This paper was prepared while the first author was a Schmitt Dissertation Fellow at Loyola University of Chicago.
Received her Ph.D. from Loyola University of Chicago, Current Research interest are familial and intrapsychic influences on adolescents' academic performance.
Current Research interests are pubertal development, precursors of eating disorders, and the effect of maternal employment on young adolescents.
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Leone, C.M., Richards, H. Classwork and homework in early adolescence: The ecology of achievement. J Youth Adolescence 18, 531–548 (1989). https://doi.org/10.1007/BF02139072
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DOI: https://doi.org/10.1007/BF02139072