Handbook of Homework: Theoretical Principles and Practical Applications


Antonio Valle Arias, PhD (Editor) – Professor, Evolutionary and Educational Psychology, University of A Coruña, Spain
Isabel Piñeiro Aguin, PhD (Editor) – Department of Psychology, Faculty of Education, University of A Coruña, Spain
Bibiana Regueiro Fernandez, PhD (Editor) – Department of Pedagogy and Didactics, University of Santiago de Compostela (USC), Spain

Series: Education in a Competitive and Globalizing World
BISAC: PSY012000
DOI: https://doi.org/10.52305/YLYW6263

The aim of this handbook is to offer a series of contributions about homework regarding various theoretical and applied issues. It aims to offer education researchers and professionals the necessary fundamentals in the field of homework and thus help answer many of the questions about the conditions for setting quality homework. The aim is for homework to no longer be a source of conflict and controversy at the educational level and for it to become a useful tool for improving student learning.

The handbook is organized into six chapters and an epilogue written by leading figures in the field of international educational research from seven different universities. In this handbook information about the variables involved in homework and its relationship with self-regulation of learning can be found. Furthermore, the role of teacher’s feedback is explored and details about how to set quality and diverse homework are described.

The final chapter, Epilogue: Tasks for Teachers and Parents, offers a summary of ten key guidelines that teachers and parents should bear in mind during the homework process. These are essential aspects in achieving homework that students find useful, varied, and motivating.

Table of Contents

Presentation of Handbook
(Susana Rodríguez, Isabel Piñeiro, Bibiana Regueiro, Antonio Valle)

Chapter 1. Homework: Conceptual Aspects and Variables Involved
(Carolina Rodríguez-Llorente, Tania Vietes, Rocío González-Suárez, Fátima Díaz-Freire, Bibiana Regueiro – Department of Psychology, University of A Coruña, A Coruña, Spain, et al.)

Chapter 2. Homework and Self-Regulated Learning
(Susana Rodríguez, Rocío González-Suárez, Carolina Rodríguez-Llorente, Iris Estévez, Jianzhong Xu – Department of Psychology, University of A Coruña, A Coruña, Spain, et al.)

Chapter 3. The Role of the Perceived Usefulness of Teacher Feedback on Elementary Students’ Homework Engagement
(Jennifer Cunha, Juliana Martins, Sofia Almeida, José Carlos Núñez, Pedro Rosário – Department of Applied Psychology, University of Minho, Braga, Portugal, et al.)

Chapter 4. Homework and Dealing with Diversity: An Empirical Review
(Amanda Abín, Tania Pasarín, Trinidad García, José Carlos Núñez, Celestino Rodríguez – Department of Psychology, University of Oviedo, Oviedo, Spain)

Chapter 5. Homework in International Large-Scale Assessments: The Role of Student Attitudes and Motivations
(Rubén Fernández-Alonso and José Muñiz – Department of Educational Sciences, University of Oviedo, Spain, et al.)

Chapter 6. Setting Quality Homework: The Design and Development of an Intervention Proposal
(Susana Rodríguez, Tania Vieites, Isabel Piñeiro, Antonio Valle, Eleftheria Gonida – Department of Psychology, University of A Coruña, A Coruña, Spain, et al.)

(Bibiana Regueiro, Susana Rodríguez, Isabel Piñeiro, Antonio Valle – Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain, et al.)

List of Contributors


Editor’s ORCID iD

Susana Rodríguez Martinez  – https://orcid.org/0000-0003-4548-0602

Additional information



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