Structural and convergent validity of the homework performance questionnaire

被引：4

作者：

Pendergast, Laura L. ^{[1
]}

Watkins, Marley W. ^{[2
]}

Canivez, Gary L. ^{[3
]}

机构：

[1] Temple Univ, Dept Psychol Org & Leadership Studies Educ, Philadelphia, PA 19122 USA

[2] Baylor Univ, Dept Educ Psychol, Waco, TX 76798 USA

[3] Eastern Illinois Univ, Dept Psychol, Charleston, IL 61920 USA

来源：

EDUCATIONAL PSYCHOLOGY | 2014年 / 34卷 / 03期

关键词：

academic achievement; factor analysis; homework; EXPLORATORY FACTOR-ANALYSIS; LEARNING BEHAVIORS SCALE; STUDENTS; NUMBER; DISABILITIES; INVOLVEMENT; DISORDERS; TEACHERS;

D O I：

10.1080/01443410.2013.785058

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire - Teacher Scale (HPQ-T). Participants were 112 teachers of 224 students in six Illinois school districts. Common factor analysis with principal axis extraction and promax rotation was used for data analysis. Results revealed three salient factors: Parent support, student competence and homework completion. Subsequently, convergent validity of HPQ-T subscale scores with subscale scores from the Learning Behaviours Scale was examined. Findings suggest that the HPQ-T may potentially be a useful tool for improving research on homework and identifying strengths and weaknesses in student homework performance. However, modifications are recommended to optimise the utility of the scores.

引用

页码：291 / 304

页数：14

共 50 条

[1] Examining the Validity of the Homework Performance Questionnaire: Multi-Informant Assessment in Elementary and Middle School
Power, Thomas J.
Watkins, Marley W.
Mautone, Jennifer A.
Walcott, Christy M.
Coutts, Michael J.
Sheridan, Susan M.
[J]. SCHOOL PSYCHOLOGY QUARTERLY, 2015, 30 (02) : 260 - 275
[2] The Group Readiness Questionnaire: A Convergent Validity Analysis
Baker, Elizabeth
Burlingame, Gary M.
Cox, Jonathan C.
Beecher, Mark E.
Gleave, Robert L.
[J]. GROUP DYNAMICS-THEORY RESEARCH AND PRACTICE, 2013, 17 (04) : 299 - 314
[3] Convergent validity of the physical activity questionnaire for adolescents
Kowalski, KC
Crocker, PRE
Kowalski, NP
[J]. PEDIATRIC EXERCISE SCIENCE, 1997, 9 (04) : 342 - 352
[4] Assessing convergent and discriminant validity of the influence behavior questionnaire
Blickle, G
[J]. PSYCHOLOGICAL REPORTS, 1998, 82 (03) : 923 - 929
[5] An analysis of the convergent and discriminant validity of the transformational leadership questionnaire
Alban-Metcalfe, RJ
Alimo-Metcalfe, B
[J]. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, 2000, 8 (03) : 158 - 175
[6] An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire
Hill, Crystal R.
Hughes, Jan N.
[J]. SCHOOL PSYCHOLOGY QUARTERLY, 2007, 22 (03) : 380 - 406
[7] CONVERGENT AND DISCRIMINANT VALIDITY OF FIRO-B QUESTIONNAIRE
SALMINEN, S
[J]. PSYCHOLOGICAL REPORTS, 1991, 69 (03) : 787 - 790
[8] Convergent validity of the tinnitus handicap inventory and the tinnitus questionnaire
Baguley, DM
Humphriss, RL
Hodgson, CA
[J]. JOURNAL OF LARYNGOLOGY AND OTOLOGY, 2000, 114 (11): : 840 - 843
[9] Convergent Validity Between the Night Eating Questionnaire and Night Eating Diagnostic Questionnaire
Mullin, Anthony S. J.
Ungredda, Tatiana
Weltsch, Maya
Latzer, Yael
Geliebter, Allan
[J]. OBESITY, 2010, 18 : S110 - S111
[10] DEVELOPMENT OF AN ELECTRONIC VERSION OF THE HOMEWORK PERFORMANCE QUESTIONNAIRE FOR PARENTS
Pendergast, Laura L.
Watkins, Marley W.
[J]. JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, 2009, 40 (03) : 323 - 335

← 1 2 3 4 5 →