Homework completion and academic achievement: A multilevel study in highschool settings

Abstract

This study aimed to test three homework models defined in different cultures on Turkish highschool students. HLM analyses were conducted on data collected from 1,229 high school students,considering 19 student-level and 7 grade-level variables. The dependent variables of the study wereacademic achievement and homework completion. The findings indicate that both variables exert apositive influence on one another. The influence of teacher and parental practices on academicachievement and homework completion in high school students is limited. Respect and support forstudent autonomy have been demonstrated to have a positive effect on academic achievement.Although motivation is a primary factor in academic achievement, effort and motivation are moreinfluential in determining homework completion. When students demonstrate interest and perceivevalue in an assignment, they are more likely to exert greater effort to complete it. The perceptionof self-efficacy in relation to homework tasks has been found to have a positive effect on academicachievement and a negative effect on homework completion. The influence of educated parents onacademic achievement and homework completion is contradictory. As students age, their academicachievement remains consistent, whereas their rate of homework completion declines.