Power Thomas J, Dombrowski Stefan C, Watkins Marley W, Mautone Jennifer A, Eagle John W
The Children's Hospital of Philadelphia/University of Pennsylvania.
J Sch Psychol. 2007 Jun;45(3):333-348. doi: 10.1016/j.jsp.2007.02.002.
Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire - Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.
开发旨在提高家庭作业表现的干预措施的努力受到了家庭作业表现测量方法局限性的阻碍。本研究旨在开发用于评估中小学生家庭作业表现的评定量表。量表上的项目旨在评估学生在家庭作业表现方面的优势和不足。样本包括来自东北部两个学区的163名学生。家长完成了36项家庭作业表现问卷——家长量表（HPQ - PS）。对于完成了HPQ - PS的每个学生，教师完成了22项教师量表（HPQ - TS）。采用主轴提取和斜交旋转的共同因素分析来分析研究结果。HPQ - PS的因素分析结果揭示了三个显著且有意义的因素：学生任务导向/效率、学生能力和教师支持。HPQ - TS的因素分析发现了两个显著且重要的因素：学生责任感和学生能力。本研究结果表明，HPQ是一套很有前景的测量方法，可用于评估学生的家庭作业功能以及可能影响表现的情境因素。文中还给出了未来研究的方向。
