The Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USA.
J Atten Disord. 2012 Oct;16(7):600-9. doi: 10.1177/1087054711416795. Epub 2011 Aug 19.
Homework can have beneficial effects for students; however, it presents challenges, particularly for students with attention problems. Although effective homework interventions exist, intervention development and evaluation has been hampered by the lack of psychometrically sound measures. The primary purpose of this study was to evaluate the construct validity of the Homework Performance Questionnaire (HPQ), Parent and Teacher Versions, in a sample of children with ADHD. A secondary purpose was to examine variations in homework performance as a function of individual characteristics, such as academic achievement, quality of the family-school relationship, and child's diagnostic status.
The sample included 91 children (34% female) with ADHD in Grades 2 to 6. Measures included parent and teacher ratings of homework performance and the quality of the parent-teacher relationship as well as direct assessment of child academic achievement and homework performance (i.e., samples of completed assignments). Correlational analyses were used to examine construct validity, and ANOVAs were used to evaluate group differences.
Each factor of the HPQ had a significant relationship with other measures of relevant constructs. There were no significant differences in homework performance between groups for ADHD subtype, medication status, or comorbidity, with the exception of learning disability. Children with ADHD and learning disabilities had significantly lower teacher ratings of academic competence.
Results of the present study suggest that HPQ scores may be used to make valid inferences about the homework performance of children with attention problems. These rating scales may be helpful in progress monitoring and evaluating intervention effectiveness.
家庭作业对学生可能有有益的影响；然而，它也带来了挑战，特别是对于有注意力问题的学生。尽管存在有效的家庭作业干预措施，但由于缺乏心理测量学上可靠的测量工具，干预措施的开发和评估受到了阻碍。本研究的主要目的是评估注意力缺陷多动障碍（ADHD）儿童样本中家庭作业表现问卷（HPQ）家长和教师版本的结构效度。次要目的是研究家庭作业表现的变化是否与个体特征有关，如学业成绩、家庭-学校关系的质量以及孩子的诊断状况。
样本包括 91 名 2 至 6 年级的 ADHD 儿童（34%为女性）。测量工具包括家长和教师对家庭作业表现和家长-教师关系质量的评定，以及对儿童学业成绩和家庭作业表现（即已完成作业的样本）的直接评估。相关分析用于检验结构效度，方差分析用于评估组间差异。
HPQ 的每个因子与其他相关结构的测量工具都有显著的关系。ADHD 亚型、药物治疗状况或合并症（除学习障碍外）在组间的家庭作业表现上没有显著差异。患有 ADHD 和学习障碍的儿童的教师对其学业能力的评价明显较低。
本研究结果表明，HPQ 得分可用于对有注意力问题的儿童的家庭作业表现做出有效推断。这些评定量表可能有助于进行进展监测和评估干预效果。
