Graduation Year

2019

Document Type

Open Access Senior Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Reader 1

Lahnna Catalino

Reader 2

Ted Bartholomew

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Terms of Use for work posted in Scholarship@Claremont.

Abstract

Homework has always been a hotly-debated issue in the US because of the significant role it plays in children’s lives. Despite the wealth of research conducted on the relationship between homework and academic achievement, there has been almost no research on the relationship between homework and student well-being. The purpose of this proposed study is to investigate how homework affects American elementary-school students’ subjective well-being. Utilizing a correlational longitudinal design, students aged 6 to 10 will respond to orally-administered subjective well-being measures at three timepoints throughout the school year, and parents will submit online weekly reports of how much time their child spends on homework throughout the school year. It is predicted that students who spend more time on homework will have lower levels of subjective well-being than their peers who spend less time on homework. It is also predicted that student socioeconomic status and learning disability status will moderate the relationship between time spent on homework and subjective well-being, respectively. The research findings may shed light on previously understudied effects of homework, and may help policymakers, school officials, and teachers make informed decisions regarding the assignment of homework at the elementary-school level.

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