Is doing your homework associated with becoming more conscientious?

Richard Göllner, Rodica I. Damian, Norman Rose, Marion Spengler, Ulrich Trautwein, Benjamin Nagengast, Brent W. Roberts

Research output: Contribution to journalArticlepeer-review

Abstract

Research has shown that sustained homework effort enhances academic performance and that students’ conscientiousness is a powerful predictor of students’ homework effort. But does homework—as homework proponents claim—in turn also influence the development of conscientiousness over time? In the present study, we examined whether students’ homework effort in two subjects (i.e., mathematics and German) was associated with inter-individual differences in students’ development of conscientiousness in the early years of adolescence. Bivariate change models with a total of N = 2760 students revealed that homework effort and conscientiousness were systematically related over time (Grade 5 to Grade 8). Most importantly, students who invested more effort in their homework showed more positive development in conscientiousness.

Original languageEnglish (US)
Pages (from-to)1-12
Number of pages12
JournalJournal of Research in Personality
Volume71
DOIs
StatePublished - Dec 2017

Keywords

  • Academic performance
  • Conscientiousness
  • Homework effort
  • Parent report
  • Personality development
  • Self-report

ASJC Scopus subject areas

  • Social Psychology
  • Psychology(all)

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