Is doing your homework associated with becoming more conscientious?

Citation data:

Journal of Research in Personality, ISSN: 0092-6566, Vol: 71, Page: 1-12

Publication Year:
2017
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DOI:
10.1016/j.jrp.2017.08.007
Author(s):
Richard Göllner, Rodica I. Damian, Norman Rose, Marion Spengler, Ulrich Trautwein, Benjamin Nagengast, Brent W. Roberts
Publisher(s):
Elsevier BV
Tags:
Psychology
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article description
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.

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