Abstract
Homework is an essential component of students’ education. However, the processes
underlying homework behaviour are not yet fully understood. This thesis aimed to test a
homework model for secondary school children by examining the predictors and effects of
homework behaviour. This thesis reports findings from a weekly-diary study conducted
during the first UK Covid-19 school lockdown and a longitudinal study (UK and Chinese
samples) conducted after the school lockdown. Findings from the weekly-diary study of
children in Years 7-9 found that higher motivation (assessed as higher expectations of
success) predicted more support from parents at the within-person level. However, in contrast
with predictions, weekly levels of children’s perception of parental support did not predict
children’s weekly fluctuations in motivation. Between-family results did not show an
association between motivation and parental support. Second, children’s perception of
parental involvement varied across types of parental involvement. Third, the results showed
that positive state expressions of effort during schoolwork (e.g., putting in effort) predicted
higher self-control in the subsequent week. However, this finding was dependent on the
reactions and reinforcement children felt about their effort (e.g., emotional responses to their
remote schoolwork). Finally, the longitudinal study showed that children’s perceptions of
parents’ and teachers’ expectancies and teachers’ feedback were significant predictors of
homework motivation. Homework effort did not predict academic outcomes or academic
stress. Overall, the findings presented in this thesis advanced our understanding of
antecedents and outcomes in homework processes.