homework research title

About Homework

Narrow the topic.

• Articles & Videos
• MLA Citation This link opens in a new window
• APA Citation This link opens in a new window

Homework consists of school assignments that students complete outside of class time, ranging from worksheets and practice exercises to long-term projects that extend over an entire semester or year. It also includes time spent studying for tests as well as reading and writing to prepare for upcoming class discussions.

Homework can serve several purposes. Most teachers intend it to reinforce and extend understanding of material taught in class. Educators also emphasize that doing homework regularly helps students develop habits of self-discipline and time management.

Since the late nineteenth century, debates over the amounts and types of homework assigned have occurred periodically, usually around the concern that schools expect students to complete too much or too little homework. Scholars continue to... .  ( Opposing Viewpoints )

• Is homework beneficial?
• At what age should homework be assigned?
• How much time should be devoted to homework?
• Should parents help with homework?
• Should the amount of homework vary when a child has a learning disability?
• When it comes to assigning homework, a rule of thumb is to use the ten-minute rule--what is it and how effective is it? 
• Increasingly, more educational resources are available online. What is the impact for low-income students or students in rural areas with limited access to the Internet?
• In relation to homework, compare the methods of "rote learning" to "meaningful learning"-- what are the pros and cons?
• Next: Library Resources >>
• Last Updated: Feb 8, 2024 11:31 AM
• URL: https://libguides.broward.edu/Homework

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Front Psychol

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

Antonio valle.

1 Department of Developmental and Educational Psychology, University of A Coruña, A Coruña, Spain

Bibiana Regueiro

José c. núñez.

2 Department of Psychology, University of Oviedo, Oviedo, Spain

Susana Rodríguez

Isabel piñeiro, pedro rosário.

3 Departmento de Psicologia Aplicada, Universidade do Minho, Braga, Portugal

There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

Introduction

Literature indicates that doing homework regularly is positively associated with students' academic achievement (Zimmerman and Kitsantas, 2005 ). Hence, as expected, the amount of homework done is one of the variables that shows a strong and positive relationship with academic achievement (Cooper et al., 2001 ).

It seems consensual in the literature that doing homework is always beneficial to students, but it is also true that the key for the academic success does not rely on the amount of homework done, but rather on how students engage on homework (Trautwein et al., 2009 ; Núñez et al., 2015c ), and on how homework engagement is related with student motivation (Martin, 2012 ). There is, therefore, a call to analyze the process of homework rather than just the product; that is, to examine the extent to which the quality of the process of doing homework may be relevant to the final outcome.

Trautwein's model of homework

The model by Trautwein et al. ( 2006b ) is rooted in the motivational theories, namely the theory of the expectancy value (Eccles (Parsons) et al., 1983 ; Pintrich and De Groot, 1990 ), and the theory of self-determination (Deci et al., 2002 ), as well as on theories of learning and instruction (Boekaerts, 1999 ). Trautwein and colleagues' model analyzes students' related variables in two blocks, as follows: the motivational (aiming at directing and sustaining the behavior) and the cognitive and behavioral implications (cognitions and behaviors related to the moment of doing homework).These two blocks of variables are rooted in the literature. Motivational variables are related with the theory of expectancy-value by Eccles (Parsons) et al. ( 1983 ), while the variables addressing students' implication are related with the school engagement framework (e.g., Fredricks et al., 2004 ). However, as Eccles and Wang ( 2012 ) stress, both models are interrelated due to the fact that both variables are closely related and show reciprocal relationships.

Student homework engagement: the interplay between cognitive and behavioral components

Engagement is a relatively new construct with great relevance in the field of psychology and instruction (Fredricks et al., 2004 ). Generally considered, engagement has been described as the active implication of the person in an activity (Reeve et al., 2004 ). However, despite the close relation between engagement and motivation, literature clearly differentiates between them (e.g., Martin, 2012 ), stressing engagement as the behavioral manifestation of motivation (Skinner and Pitzer, 2012 ), or arguing that motivation is a precursor of engagement rather than part of it. In sum, motivation relates to the “why” whereas the engagement focuses on the “what” of a particular behavior.

Consistent with this perspective, the current research fitted a model with the variable engagement mediating the relationship between motivation and academic achievement (see Eccles and Wang, 2012 ). Engagement is a complex construct with observational and non-observational aspects (Appleton et al., 2008 ). Some researchers conceptualize engagement with two dimensions—behavior and emotions (e.g., Marks, 2000 )—while others define engagement with four dimensions—academic, behavioral, cognitive, and emotional (e.g., Appleton et al., 2006 ). In the current study, we followed Fredricks' et al. ( 2004 ) conceptualization of engagement as a construct with three dimensions: cognitive (e.g., approaches to learning), behavioral (e.g., student homework behaviors), and emotional (e.g., interest, boredom). For the purpose of the present study, the dimension of emotion was not included in the model (see Figure ​ Figure1 1 ).

General model hypothesized to explain the relationship between academic motivation, student homework engagement, and academic achievement .

Cognitive homework engagement

In the past few decades, a robust body of research has been addressing the relationship between the way students deal with their learning process and academic outcomes (Marton and Säljö, 1976a , b ; Struyven et al., 2006 ; Rosário et al., 2010a , 2013a ). Marton and Säljö ( 1976a , b ) examined how students studied an academic text and found two ways of approaching the task: a surface and a deep approach. The surface approach is characterized by learning the contents aiming at achieving goals that are extrinsic to the learning content. In contrast, the deep approach is characterized by an intrinsic interest in the task and students are likely to be focused on understanding the learning content, relating it to prior knowledge and to the surrounding environment (Entwistle, 2009 ; Rosário et al., 2010b ). The metaphor “surface vs. deep” constitutes an easy to perceive conceptual framework, both in the classroom setting and in other educational settings (i.e., doing homework at home), and has been shown to be a powerful tool for parents, teachers, and students when conceptualizing the ways students approach school tasks (Entwistle, 1991 ; Rosário et al., 2005 ). The core of the concept of approaches to studying (or to learning) is the metacognitive connection between an intention to approach a task and a strategy to implement it (Rosário et al., 2013b ).

The process of doing homework focuses on what students do when completing homework, that is, how they approach their work and how they manage their personal resources and settings while doing homework. It is likely that students' approaches to homework may influence not only the final homework outcome but also the quality of that process. Students who adopt a deep approach are likely to engage their homework with the intention of deepening their understanding of the knowledge learned in class. In this process, students often relate the homework exercises to prior knowledge and monitor their mastery of the content learned. This process involves intrinsic intention to understand the ideas and the use of strategies to build meaning (Cano et al., 2014 ). In contrast, students who approach homework with a surface approach are likely to do homework with extrinsic motivation (e.g., rewards of their parents, fear of upsetting their teacher). Their goals may target finishing homework as soon as and with the less effort possible to be able to do more interesting activities. Students using this approach are more likely to do homework to fulfill an external obligation (e.g., hand in homework in class and get a grade), than for the benefits for learning.

Behavioral homework engagement

Findings from prior research indicate that the more the implication of students in doing their homework the better the academic achievement (Cooper et al., 2006 ). Following Trautwein et al. ( 2006b ), our conceptualization of student homework engagement includes behaviors related with the amount of homework done, time spent on homework, and homework time management (e.g., concentration). In the present investigation, these three variables were included in the model (see Figure ​ Figure1 1 ).

Extant findings on the relationship between the amount of homework done and academic achievement are in need of further clarification. Some authors argue for a strong and positive relationship (e.g., Cooper et al., 2006 ), while others found that this relationship is higher throughout schooling (Cooper et al., 2001 ; Zimmerman and Kitsantas, 2005 ). Authors explained this last finding arguing that the load of homework assigned by teachers vary throughout schooling, and also that the cognitive competencies of students are likely to vary with age (Muhlenbruck et al., 2000 ). More recently, Núñez et al. ( 2015c ) found that the relationship between these two variables varied as a function of the age of the students enrolled. Particularly, this relationship was found to be negative in elementary school, null in junior high school, and positive in high school.

Moreover, the relationship between the amount of homework done and academic achievement relates, among other factors, with the students' age, the quality of the homework assigned, the type of assessment, and the nature of the feedback provided. For example, some students may always complete their homework and get good grades for doing it, which does not mean that these students learn more (Kohn, 2006 ). In fact, more important than the quantity of the homework done, is the quality of that work (Fernández-Alonso et al., 2014 ).

Another variable included in the model was the time spent on homework. Findings on the relationship between time spent on homework and academic achievement are mixed. Some studies found a positive relationship (Cooper et al., 2001 , 2006 ) while others found a null or a negative one (Trautwein et al., 2006b , 2009 ). In 2009, Dettmers, Trautwein and Lüdtke conducted a study with data from the PISA 2003 (Dettmers et al., 2009 ). Findings on the relationship between the number of hours spent on homework and academic achievement in mathematics show that the students in countries with higher grades spend fewer hours doing homework than students in countries with low academic grades. At the student level, findings showed a negative relationship between time spent on homework and academic achievement in 12 out of 40 countries.

The relationship between the amount of homework done, time dedicated to homework, and academic achievement was hypothesized to be mediated by the homework time management. Xu ( 2007 ) was one of the pioneers examining the management of the time spent on homework. Initially, Xu ( 2007 ) did not find a relationship between time management and academic achievement (spend more time on homework is not equal to use efficient strategies for time management). Latter, Xu ( 2010 ) found a positive relationship between students' grade level, organized environment, and homework time management. More recently, Núñez et al. ( 2015c ) found that effective homework time management affects positively the amount of homework done, and, consequently, academic achievement. This relationship is stronger for elementary students when compared with students in high school.

Academic motivation and student homework engagement relationship

Literature has consistently shown that a deep approach to learning is associated positively with the quality of the learning outcomes (Rosário et al., 2013b ; Cano et al., 2014 ; Vallejo et al., 2014 ). The adoption of a deep approach to homework depends on many factors, but students self-set goals and their motives for doing homework are among the most critical motivational variables when students decide to engage in homework.

Literature on achievement motivation highlights academic goals as an important line of research (Ng, 2008 ). In the educational setting, whereas learning goals focus on the comprehension and mastery of the content, performance goals are more focused on achieving a better performance than their colleagues (Pajares et al., 2000 ; Gaudreau, 2012 ).

Extant literature reports a positive relationship between adopting learning goals and the use of cognitive and self-regulation strategies (Elliot et al., 1999 ; Núñez et al., 2013 ). In fact, students who value learning and show an intention to learn and improve their competences are likely to use deep learning strategies (Suárez et al., 2001 ; Valle et al., 2003a , b , 2015d ), which are aimed at understanding the content in depth. Moreover, these learning-goal oriented students are likely to self-regulate their learning process (Valle et al., 2015a ), put on effort to learn, and assume the control of their learning process (Rosário et al., 2016 ). These students persist much longer when they face difficult and challenging tasks than colleagues pursuing performance goals. The former also use more strategies oriented toward the comprehension of content, are more intrinsically motivated, and feel more enthusiasm about academic work. Some researchers also found positive relationships between learning goals and pro-social behavior (e.g., Inglés et al., 2013 ).

Reviewing the differentiation between learning goals and performance goals, Elliot and colleagues (Elliot and Church, 1997 ; Elliot, 1999 ; Elliot et al., 1999 ) proposed a three-dimensional framework for academic goals. In addition to learning goals, performance goals were differentiated as follows: (a) performance-approach goals, focused on achieving competence with regard to others; and (b) performance-avoidance goals, aimed at avoiding incompetence with regard to others. Various studies have provided empirical support for this distinction within performance goals (e.g., Wolters et al., 1996 ; Middleton and Midgley, 1997 ; Skaalvik, 1997 ; Rodríguez et al., 2001 ; Valle et al., 2006 ). Moreover, some authors proposed a similar differentiation for learning goals (Elliot, 1999 ). The rationale was as follows: learning goals are characterized by high engagement in academic tasks, so an avoidance tendency in such goals should reflect avoidance of this engagement. Hence, students who pursue a work avoidance goal are likely to avoid challenging tasks and to put on effort to do well, only doing the bare minimum to complete the task. In general, learning goals are associated with a large amount of positive results in diverse motivational, cognitive, and achievement outcomes, whereas performance goals have been linked to less adaptive outcomes, or even to negative outcomes (Valle et al., 2009 ).

Aims of this study

Several relationships between motivational, cognitive, and behavioral variables involving self-regulated learning in the classroom have recently been studied (Rosário et al., 2013a ). However, there is a lack of knowledge of the relationships between these variables throughout the process of doing homework.

The principal purpose of this work (see Figure ​ Figure1) 1 ) is to analyze how student homework engagement (cognitive and behavioral) mediates motivation and academic performance. This study aims to provide new information about an issue that is taken for granted, but which, as far as we know, lacks empirical data. The question is: to what extent students acknowledge homework as a good way to acquire competence, improve their skills and performance? Our working hypothesis is that student value homework in this regard. Therefore, we hypothesized that the more students are motivated to learn, the more they will be involved (cognitively and behaviorally) in their homework, and the higher their academic achievement.

To address this goal, we developed a path analysis model (see Figure ​ Figure1) 1 ) in which we hypothesized that: (a) the student's motivational level is significantly related to their cognitive homework engagement (i.e., the approach to studying applied to homework), and their behavioral homework engagement (i.e., amount of time spent and homework time management, and amount of homework completed); (b) student's cognitive and behavioral homework engagement are positively associated with academic achievement; and (c) cognitive and behavioral homework engagement are related (the more deep cognitive engagement, the more time spent and time management, and the more amount of homework is done).

Participants

The study enrolled 535 students, aged between 9 and 13 ( M = 10.32, SD = 0.99), of four public schools, from the last three years of the Spanish Elementary Education (4th, 5th, and 6th grade level), of whom 49.3% were boys. By grade, 40.4% ( n = 216) were enrolled in the 4th grade, 35.1% ( n = 188) in the 5th grade, and 24.5% ( n = 131) in the 6th grade.

Learning goals

The level and type of motivation for academic learning was assessed with the Academic Goals Instrument (Núñez et al., 1997 ). Although, this instrument allows differentiating a broad range of academic goals, for the purposes of this work, we only used the subscale of learning goals (i.e., competence and control). The instrument is rated on a 5-point Likert-type scale, with responses ranging from one (not at all interested) to five (absolutely interested in learning and acquiring competence and control in the different subjects). An example item is: “I make an effort in my studies because performing the academic tasks allows me to increase my knowledge.” The reliability of the scale is good (α = 0.87).

Approach to homework

To measure the process of approaching homework, we adapted the Students' Approaches to Learning Inventory (Rosário et al., 2010a , 2013a ), taking into account both the students' age and the homework contexts. This instrument is based on voluminous literature on approaches to learning (e.g., Biggs et al., 2001 ; Rosário et al., 2005 ), and provides information about two ways of approaching homework. For the purpose of this research, we only used the deep approach (e.g., “Before starting homework, I usually decide whether what was taught in class is clear and, if not, I review the lesson before I start”). Students respond to the items on a 5-point Likert-type scale ranging from one (not at all deep approach) to five (completely deep approach). The reliability of the scale is good (α = 0.80).

Time spent on homework, homework time management, and amount of homework completed

To measure these three variables, we used the Homework Survey (e.g., Rosário et al., 2009 ; Núñez et al., 2015a , b ; Valle et al., 2015b , c ). To measure the time spent on homework , students responded to three items (in general, in a typical week, on a typical weekend) with the general formulation, “How much time do you usually spend on homework?,” with the response options 1, <30 min; 2, 30 min to 1 h; 3, 1 h to an hour and a half; 4, 1 h and a half to 2 h; 5, more than 2 h. Homework time management was measured through the responses to three items (in general, in a typical week, on a typical weekend) in which they were asked to indicate how they managed the time normally spent doing homework, using the following scale: 1, I waste it completely (I am constantly distracted by anything); 2, I waste it more than I should; 3, regular; 4, I manage it pretty much; 5, I optimize it completely (I concentrate and until I finish, I don't think about anything else). Finally, the amount of homework completed by students (assigned by teachers) was assessed through responses to an item about the amount of homework usually done, using a 5-point Likert-type scale (1, none; 2, some; 3, one half; 4, almost all; 5, all).

Academic achievement

Assessment of academic achievement was assessed through students' report card grades in Spanish Language, Galician Language, English Language, Knowledge of the Environment, and Mathematics. Average achievement was calculated with the mean grades in these five areas.

Data of the target variables was collected during regular school hours, by research assistants, after obtaining the consent of the school administration and of the teachers and students. Prior to the application of the questionnaires, which took place in a single session, the participants were informed about the goals of the project, and assured that data was confidential and used for research purposes only.

Data analysis

The model was fit with AMOS 18 (Arbuckle, 2009 ). The data were previously analyzed and individual cases presenting a significant number of missing values were eliminated (2.1%), whereas the rest of the missing values were replaced by the mean. Taking into account the analysis of the characteristics of the variables (e.g., skewness and kurtosis in Table ​ Table1), 1 ), we used the maximum likelihood method to fit the model and estimate the values of the parameters.

Means, standard deviations, skewness, kurtosis, and correlation matrix of the target variables .

A series of goodness-of-fit statistics were used to analyze our model. Beyond chi-square (χ 2 ) and its associated probability ( p ), the information provided by the goodness-of-fit index (GFI) and the adjusted goodness-of-fit index (AGFI; Jöreskog and Sörbom, 1983 ); the comparative fit index (CFI) (Bentler, 1990 ); and the root mean square error of approximation (RMSEA; Browne and Cudeck, 1993 ) was used. According to these authors, the model fits well when GFI and AGFI > 0.90, CFI > 0.95, and RMSEA ≤ 0.05.

Descriptive analysis

The relations between the variables included in the model as well as the descriptive statistics are shown in Table ​ Table1. 1 . All the variables were significantly and positively related, except for the time spent on homework, which was only related to the amount of homework done. According to the value of the means of these variables, students in the last years of elementary school: (a) reported a high level of motivation to learn and mastery; (b) used preferentially a deep approach to homework; (c) did the homework assigned by the teachers most of the times; (d) usually spent about an hour a day on homework; (e) reported to manage their study time effectively; and (f) showed a medium-high level of academic achievement.

Evaluation and re-specification of the initial model

The data obtained indicated that the initial model (see Figure ​ Figure1) 1 ) presented a poor fit to the empirical data: χ 2 = 155.80, df = 8, p < 0.001, GFI = 0.917, AGFI = 0.783, TLI = 0.534, CFI = 0.751, RMSEA = 0.186, 90% CI (0.161, 0.212), p < 0.001. Analysis of the modification indexes revealed the need to include three direct effects initially considered as null, and to eliminate a finally null effect (included in the initial model as significant). The strategy adopted to modify the initial model involved including and estimating the model each time a new effect was included. The final model comprised three effects (academic goals on homework time management, on amount of homework done, and on academic achievement) and the elimination of the initially established effect of the approach to studying on the time spent doing homework. The inclusion or elimination of the effects in the model was determined accounting for their statistical and theoretical significance. The final model resulting from these modifications is shown in Figure ​ Figure2, 2 , with an adequate fit to the empirical data: χ 2 = 12.03, df = 6, p = 0.061, GFI = 0.993, AGFI = 0.974, TLI = 0.975, CFI = 0.990, RMSEA = 0.043, 90% CI (0.000, 0.079), p = 0.567.

The results of the fit of the hypothesized model (standardized outcomes): Relations in dashed lines were found to be statistically significant, but this was not established in the initial model .

Assessment of the relationships on the final model

Table ​ Table2 2 presents the data obtained for the relationships considered in the final model (see also Figure ​ Figure2 2 ).

Fit of the hypothesized model (standardized outcomes): final model of student engagement in homework .

The data from Table ​ Table2 2 and Figure ​ Figure2 2 indicates that the majority of the relationships between the variables are consistent with the hypotheses. First, we found a statistically significant association between the learning goals (i.e., competence and control), the approach to homework ( b = 0.50, p < 0.001), two of the variables associated with engagement in homework (the amount of homework done [ b = 0.27, p < 0.001], homework time management [ b = 0.30, p < 0.001]), and academic achievement ( b = 0.34, p < 0.001). These results indicate that the more oriented students are toward learning goals (i.e., competence and control), the deeper the approach to homework, the more homework is completed, the better the homework time management, and the higher the academic achievement.

Second, a statistically significant association between the deep approach and homework time management ( b = 0.30, p < 0.001) and the amount of homework done ( b = 0.09, p < 0.05) was found. These results reflect that the deeper the students' approach to homework, the better the management of the time spent on homework, and the more the homework done. Third, there was a statistically significant association between homework time management, time spent on homework, and the amount of homework done ( b = 0.23, p < 0.001, and b = 0.10, p < 0.01, respectively). These results confirm, as expected, that the more time students spent doing homework and the better students manage their homework time, the more homework they will do. Four, we found a statistically significant relation between the amount of homework done and academic achievement ( b = 0.20, p < 0.001). This indicates that the more homework students complete the better their academic achievement.

In summary, our findings indicate that: (a) academic achievement is positively associated with the amount of homework completed; (b) the amount of homework done is related to homework time management; (c) homework time management is associated with how homework is done (approach to homework); and (d) consistent with the behavior of the variables in the model (except for the time spent on homework), how homework is done (i.e., approach to homework) is explained to a great extent (see total effects in Table ​ Table3) 3 ) by the student's type of academic motivation.

Standardized direct, indirect, and total effects for the final model .

Finally, taking into account both the direct effects (represented in Figure ​ Figure2) 2 ) and the indirect ones (see Table ​ Table3), 3 ), the model explained between 20 and 30% of the variance of the dependent variables (except for the time spent on homework, which is not explained at all): approach to homework (24.7%), time management (26.9%), amount of homework done (24.4%), and academic achievement (21.6%).

Consistent with prior research (e.g., Cooper et al., 2001 ), our findings showed that students' academic achievement in the last years of elementary education is closely related to the amount of homework done. In addition, the present study also confirms the importance of students' effort and commitment to doing homework (Trautwein et al., 2006a , b ), showing that academic achievement is also related with students' desire and interest to learn and improve their skills. Therefore, when teachers assign homework, it is essential to attend to students' typical approach to learning, which is mediated by the motivational profile and by the way students solve the tasks proposed (Hong et al., 2004 ). The results of this investigation suggest that the adoption of learning goals leads to important educational benefits (Meece et al., 2006 ), among which is doing homework.

Importantly, our study shows that the amount of homework done is associated not only with the time spent, but also with the time management. Time spent on homework should not be considered an absolute indicator of the amount of homework done, because students' cognitive skills, motivation, and prior knowledge may significantly affect the time needed to complete the homework assignment (Regueiro et al., 2015 ). For students, managing homework time is a challenge (Corno, 2000 ; Xu, 2008 ), but doing it correctly may have a positive influence on their academic success (Claessens et al., 2007 ), on homework completion (Xu, 2005 ), and on school achievement (Eilam, 2001 ).

Despite, that previous studies reported a positive relationship between the time spent on homework and academic achievement (Cooper et al., 2006 ), the present research shows that time spent on homework is not a relevant predictor of academic achievement. Other studies have also obtained similar results (Trautwein et al., 2009 ; Núñez et al., 2015a ), indicating that time spent on homework is negatively associated to academic achievement, perhaps because spending a lot of time on homework may indicate an inefficient working style and lack of motivation (Núñez et al., 2015a ). Besides, our data indicates that spending more time on homework is positively associated to the amount of homework done.

Although, some studies have found that students who spend more time on homework also tend to report greater commitment to school work (Galloway et al., 2013 ), our findings indicated that spending more time doing homework was not related to a deeper engagement on the task. A possible explanation may be that using a deep approach to school tasks subsumes engaging in homework with the aim of practicing but also to further extend the content learned in class. This approach does not depends on the time spent doing homework, rather on the students' motives for doing homework.

Another important contribution of this study concerns learning-oriented goals—usually associated with positive outcomes in motivational, cognitive, and achievement variables (Pajares et al., 2000 ). Results indicate that the motivation to increase competence and learning is also related to approaching homework deeply and to manage homework efficiently. Consistent with previous findings (Xu, 2005 ), these results provide additional empirical support to time management goals (Pintrich, 2004 ).

There is a robust relationship between learning-oriented goals and a deep approach, and between a deep approach and the amount of homework done. All this indicates that these results are in line with prior research, meaning that the adoption of a deep approach to learning is related with high quality academic achievement (Lindblom-Ylänne and Lonka, 1999 ; Rosário et al., 2013b ).

Educational implications and study limitations

One of the major limitations of this study lies in the type of research design used. We used a cross-sectional design to examine the effects among the variables within a path analysis model. However, to establish a cause-effect relationship a temporal sequence between two variables is needed a requirement that can only be met with longitudinal designs. Future studies should consider address this limitation.

Despite the above limitation, our results can be considered relevant and show important educational implications. It is essential for teachers and school administrators to be sensitized about the effects of teachers' homework follow-up practices on students' homework engagement (Rosário et al., 2015 ), and of these variables in students' school engagement and academic success. Likewise, research on students' learning should be undertaken from the perspective of the learners to understand how students use their knowledge and skills to do homework and to solve problems posed therein. On the other hand, research should examine in-depth the use of learning strategies during homework, as well as how students' motivations at an early age may foster homework completion and increase the quality of school outcomes. For this last purpose, teachers should pay attention not only to the acquisition of curricular content but also to the development of the appropriate thinking skills and self-regulated learning strategies (Rosário et al., 2010b ; Núñez et al., 2013 ). Finally, the amount of homework done and its positive relationship with academic achievement should be considered as a final outcome of a process rooted on a comprehensive and meaningful learning. Students motivated to learn are likely to approach homework deeply and manage homework time efficaciously. As a result, they tend to do more homework and outperform. In sum, is doing homework a good way to acquire competence, improve skills, and outperform? Our data suggest a positive answer.

Author contributions

AV and BR Collect data, data analysis, writing the paper. JN and PR data analysis, writing the paper. SR and IP writing the paper.

Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

This work was developed through the funding of the research project EDU2013-44062-P, of the State Plan of Scientific and Technical Research and Innovation 2013-2016 (MINECO) and to the financing received by one of the authors in the FPU program of the Ministry of Education, Culture, and Sport.

• Appleton J. J., Christenson S. L., Furlong M. J. (2008). Student engagement with school: critical conceptual and methodological issues of the construct . Psychol. Sch. 45 , 369–386. 10.1002/pits.20303 [ CrossRef ] [ Google Scholar ]
• Appleton J. J., Christenson S. L., Kim D., Reschly A. L. (2006). Measuring cognitive and psychological engagement: validation of the student engagement instrument . J. Sch. Psychol. 44 , 427–445. 10.1016/j.jsp.2006.04.002 [ CrossRef ] [ Google Scholar ]
• Arbuckle J. L. (2009). Amos 18.0 User's Guide . Crawfordville, FL: Amos Development Corporation. [ Google Scholar ]
• Bentler P. M. (1990). Comparative fit indexes in structural models . Psychol. Bull. 107 , 238–246. 10.1037/0033-2909.107.2.238 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Biggs J., Kember D., Leung D. Y. (2001). The revised two-actor study process questionnaire: R-SPQ-2F . Br. J. Educ. Psychol. 71 , 133–149. 10.1348/000709901158433 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Boekaerts M. (1999). Self-regulated learning: where are today . Int. J. Educ. Res. 31 , 445–458. 10.1016/S0883-0355(99)00014-2 [ CrossRef ] [ Google Scholar ]
• Browne M. W., Cudeck R. (1993). Alternative ways of assessing model fit , in Testing Structural Equation Models , eds Bollen K., Long J. (Newbury Park, CA: Sage; ), 136–162. [ Google Scholar ]
• Cano F., García A., Justicia F., García-Berbén A. B. (2014). Enfoques de aprendizaje y comprensión lectora: el papel de las preguntas de los estudiantes y del conocimiento previo [Approaches to learning and reading comprehension: the role of students' questions and of prior knowledge] . Rev. Psicodidáctica 19 , 247–265. 10.1387/RevPsicodidact.10186 [ CrossRef ] [ Google Scholar ]
• Claessens B. J. C., van Eerde W., Rutte C. G., Roe R. A. (2007). A review of the time management literature . Pers. Rev. 36 , 255–276. 10.1108/00483480710726136 [ CrossRef ] [ Google Scholar ]
• Cooper H., Jackson K., Nye B., Lindsay J. J. (2001). A model of homework's influence on the performance evaluations of elementary school students . J. Exp. Educ. 69 , 181–200. 10.1080/00220970109600655 [ CrossRef ] [ Google Scholar ]
• Cooper H., Robinson J. C., Patall E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003 . Rev. Educ. Res. 76 , 1–62. 10.3102/00346543076001001 [ CrossRef ] [ Google Scholar ]
• Corno L. (2000). Looking at homework differently . Element. Sch. J. 100 , 529–548. 10.1086/499654 [ CrossRef ] [ Google Scholar ]
• Deci E. L., Ryan R. M. (2002). Handbook of Self-Determination Research . New York, NY: University of Rochester Press. [ Google Scholar ]
• Dettmers S., Trautwein U., Lüdtke O. (2009). The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries . Sch. Eff. Sch. Improv. 20 , 375–405. 10.1080/09243450902904601 [ CrossRef ] [ Google Scholar ]
• Eccles J., Wang M. T. (2012). Part I Commentary: so what is student engagement anyway? ,in Handbook of Research on Student Engagement , eds Christenson S. L., Reschly A. L., Wylie C. (New York, NY: Springer; ), 133–145. [ Google Scholar ]
• Eccles (Parsons) J., Adler T. F., Futterman R., Goff S. B., Kaczala C. M., Meece J. L., et al. (1983). Expectancies, values, and academic choice: origins and changes , in Achievement and Achievement Motivation , ed Spence J. (San Francisco, CA: Freeman; ), 75–146. [ Google Scholar ]
• Eilam B. (2001). Primary strategies for promoting homework performance . Am. Educ. Res. J. 38 , 691–725. 10.3102/00028312038003691 [ CrossRef ] [ Google Scholar ]
• Elliot A. J. (1999). Approach and avoidance motivation and achievement goals . Educ. Psychol. 34 , 169–189. 10.1207/s15326985ep3403_3 [ CrossRef ] [ Google Scholar ]
• Elliot A. J., Church M. A. (1997). A hierarchical model of approach and avoidance achievement motivation . J. Pers. Soc. Psychol. 72 , 218–232. 10.1037/0022-3514.72.1.218 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Elliot A. J., McGregor H. A., Gable S. (1999). Achievement goals, study strategies, and exam performance: a mediational analysis . J. Educ. Psychol. 91 , 549–563. 10.1037/0022-0663.91.3.549 [ CrossRef ] [ Google Scholar ]
• Entwistle N. J. (1991). Approaches to learning and perceptions of the learning environment . High. Educ. 22 , 201–204. 10.1007/BF00132287 [ CrossRef ] [ Google Scholar ]
• Entwistle N. J. (2009). Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking . Basingstoke: Palgrave Macmillan. [ Google Scholar ]
• Fernández-Alonso R., Suárez-Álvarez J., Muñiz J. (2014). Tareas escolares en el hogar y rendimiento en matemáticas: una aproximación multinivel con estudiantes de Enseñanza Primaria [Homework and academic performance in mathematics: a multilevel approach with Primary school students] . Rev. Psicol. Educ. 9 , 15–29. [ Google Scholar ]
• Fredricks J. A., Blumenfeld P. C., Paris A. (2004). School engagement: potential of the concept, state of the evidence . Rev. Educ. Res. 74 , 59–109. 10.3102/00346543074001059 [ CrossRef ] [ Google Scholar ]
• Galloway M., Conner J., Pope D. (2013). Nonacademic effects of homework in privileged, high-performing high schools . J. Exp. Educ. 81 , 490–510. 10.1080/00220973.2012.745469 [ CrossRef ] [ Google Scholar ]
• Gaudreau P. (2012). Goal self-concordance moderates the relationship between achievement goals and indicators of academic adjustment . Learn. Individ. Differ. 22 , 827–832. 10.1016/j.lindif.2012.06.006 [ CrossRef ] [ Google Scholar ]
• Hong E., Milgram R. M., Rowell L. L. (2004). Homework motivation and preference: a learner-centered homework approach . Theory Pract. 43 , 197–203. 10.1207/s15430421tip4303_5 [ CrossRef ] [ Google Scholar ]
• Inglés C. J., Martínez-González A. E., García-Fernández J. M. (2013). Conducta prosocial y estrategias de aprendizaje en una muestra de estudiantes españoles de Educación Secundaria Obligatoria [Prosocial behavior and learning strategies in a sample of Spanish students of Compulsory Secondary Education] . Eur. J. Educ. Psychol. 6 , 33–53. 10.1989/ejep.v6i1.101 [ CrossRef ] [ Google Scholar ]
• Jöreskog K. G., Sörbom D. (1983). LISREL - 6 User's Reference Guide . Mooresville, IN: Scientifi c Software. [ Google Scholar ]
• Kohn A. (2006). Abusing research: the study of homework and other examples . Phi Delta Kappan 88 , 9–22. 10.1177/003172170608800105 [ CrossRef ] [ Google Scholar ]
• Lindblom-Ylänne S., Lonka K. (1999). Individual ways of interacting with the learning environment - are they related to study success? Learn. Instruct. 9 , 1–18. 10.1016/S0959-4752(98)00025-5 [ CrossRef ] [ Google Scholar ]
• Marks H. (2000). Student engagement in instructional activity: patterns in the elementary, middle, and high school years . Am. Educ. Res. J. 37 , 153–184. 10.3102/00028312037001153 [ CrossRef ] [ Google Scholar ]
• Martin A. J. (2012). Motivation and engagement: conceptual, operational, and empirical clarity , in Handbook of Research on Student Engagement , eds Christenson S. L., Reschly A. L., Wylie C. (New York, NY: Springer; ), 303–311. [ Google Scholar ]
• Marton F., Säljö R. (1976a). On qualitative differences in learning . I: outcome and process. Br. J. Educ. Psychol. 46 , 4–11. 10.1111/j.2044-8279.1976.tb02980.x [ CrossRef ] [ Google Scholar ]
• Marton F., Säljö R. (1976b). On qualitative differences in learning . II: outcome as a function of the learner's conception of the task. Br. J. Educ. Psychol. 46 , 115–127. 10.1111/j.2044-8279.1976.tb02304.x [ CrossRef ] [ Google Scholar ]
• Meece J. L., Anderman E. M., Anderman L. H. (2006). Classroom goal structure, student motivation, and academic achievement . Annu. Rev. Psychol. 57 , 487–503. 10.1146/annurev.psych.56.091103.070258 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Middleton M., Midgley C. (1997). Avoiding the demonstration of lack of ability: an unexplored aspect of goal theory . J. Educ. Psychol. 89 , 710–718. 10.1037/0022-0663.89.4.710 [ CrossRef ] [ Google Scholar ]
• Muhlenbruck L., Cooper H., Nye B., Lindsay J. J. (2000). Homework and achievement: explaining the different strengths of relation at the elementary and secondary school levels . Soc. Psychol. Educ. 3 , 295–317. 10.1023/A:1009680513901 [ CrossRef ] [ Google Scholar ]
• Ng C. H. (2008). Multiple-goal learners and their differential patterns of learning . Educ. Psychol. 28 , 439–456. 10.1080/01443410701739470 [ CrossRef ] [ Google Scholar ]
• Núñez J. C., González-Pienda J. A., González-Pumariega S., García M., Roces C. (1997). Cuestionario Para la Evaluación de Metas Académicas [Academic Goals Assessment Questionnaire] . Department of Psychology, University of Oviedo. [ Google Scholar ]
• Núñez J. C., Suárez N., Cerezo R., González-Pienda J. A., Rosário P., Mourão R., et al. (2015a). Homework and academic achievement across Spanish Compulsory Education . Educ. Psychol. 35 , 726–746. 10.1080/01443410.2013.817537 [ CrossRef ] [ Google Scholar ]
• Núñez J. C., Suárez N., Rosário P., Vallejo G., Cerezo R., Valle A. (2015b). Teachers' feedback on homework, homework-related behaviors and academic achievement . J. Educ. Res. 108 , 204–216. 10.1080/00220671.2013.878298 [ CrossRef ] [ Google Scholar ]
• Núñez J. C., Suárez N., Rosário P., Vallejo G., Valle A., Epstein J. L. (2015c). Relationships between parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students . Metacogn. Learn. 10 , 375–406. 10.1007/s11409-015-9135-5 [ CrossRef ] [ Google Scholar ]
• Núñez J., Rosário P., Vallejo G., González-Pienda J. (2013). A longitudinal assessment of the effectiveness of a school-based mentoring program in middle school . Contemp. Educ. Psychol. 38 , 11–21. 10.1016/j.cedpsych.2012.10.002 [ CrossRef ] [ Google Scholar ]
• Pajares F., Britner S. L., Valiante G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science . Contemp. Educ. Psychol. 25 , 406–422. 10.1006/ceps.1999.1027 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pintrich P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students . Educ. Psychol. Rev. 16 , 385–407. 10.1007/s10648-004-0006-x [ CrossRef ] [ Google Scholar ]
• Pintrich P. R., De Groot E. V. (1990). Motivational and self-regulated learning components of classroom performance . J. Educ. Psychol. 82 , 33–40. 10.1037/0022-0663.82.1.33 [ CrossRef ] [ Google Scholar ]
• Reeve J., Jang H., Carrell D., Jeon S., Barch J. (2004). Enhancing students' engagement by increasing teachers' autonomy support . Motiv. Emot. 28 , 147–169. 10.1023/B:MOEM.0000032312.95499.6f [ CrossRef ] [ Google Scholar ]
• Regueiro B., Suárez N., Valle A., Núñez J. C., Rosário P. (2015). La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria [Homework motivation and engagement throughout compulsory education] . Rev. Psicodidáctica 20 , 47–63. 10.1387/RevPsicodidact.12641 [ CrossRef ] [ Google Scholar ]
• Rodríguez S., Cabanach R. G., Piñeiro I., Valle A., Núñez J. C., González-Pienda J. A. (2001). Metas de aproximación, metas de evitación y múltiples metas académicas [Approach goals, avoidance goals and multiple academic goals] . Psicothema 13 , 546–550. [ Google Scholar ]
• Rosário P., González-Pienda J. A., Pinto R., Ferreira P., Lourenço A., Paiva O. (2010a). Efficacy of the program “Testas's (mis)adventures” to promote the deep approach to learning . Psicothema 22 , 828–834. [ PubMed ] [ Google Scholar ]
• Rosário P., Mourão R., Baldaque M., Nunes T., Núñez J. C., González-Pienda J. A., et al. (2009). Homework, self-regulation of learning and math performance . Rev. Psicodidáctica 14 , 179–192. [ Google Scholar ]
• Rosário P., Núñez J. A., Ferrando J. P., Paiva O., Lourenço A., Cerezo R., et al. (2013a). The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high school . Metacogn. Learn. 8 , 47–77. 10.1007/s11409-013-9095-6 [ CrossRef ] [ Google Scholar ]
• Rosário P., Núñez J. C., González-Pienda J. A., Almeida L., Soares S., Rúbio M. (2005). Academic learning from the perspective of Model 3P of J. Biggs . Psicothema 17 , 20–30. [ Google Scholar ]
• Rosário P., Núñez J. C., González-Pienda J. A., Valle A., Trigo L., Guimarães C. (2010b). Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based program assessed in the Iberian Peninsula . Eur. J. Psychol. Educ. 25 , 411–428. 10.1007/s10212-010-0020-y [ CrossRef ] [ Google Scholar ]
• Rosário P., Núñez J. C., Vallejo G., Cunha J., Azevedo R., Pereira R., et al. (2016). Promoting Gypsy children school engagement: a story-tool project to enhance self-regulated learning . Contemp. Educ. Psychol . [Epub ahead of print]. 10.1016/j.cedpsych.2015.11.005. [ CrossRef ] [ Google Scholar ]
• Rosário P., Núñez J. C., Vallejo G., Cunha J., Nunes T., Suárez N., et al.. (2015). The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design . Front. Psychol. 6 : 1528 . 10.3389/fpsyg.2015.01528 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Rosário P., Núñez J., Valle A., González-Pienda J., Lourenço A. (2013b). Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model . Eur. J. Psychol. Educ. 28 , 1311–1331. 10.1007/s10212-012-0167-9 [ CrossRef ] [ Google Scholar ]
• Skaalvik E. (1997). Self- enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, self- perceptions, and anxiety . J. Educ. Psychol. 89 , 71–81. 10.1037/0022-0663.89.1.71 [ CrossRef ] [ Google Scholar ]
• Skinner E. A., Pitzer J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience , in Handbook of Research on Student Engagement , eds Christenson S. L., Reschly A. L., Wylie C. (New York, NY: Springer; ), 21–44. [ Google Scholar ]
• Struyven K., Dochy F., Janssens S., Gielen S. (2006). On the dynamics of students' approaches to learning: the effects of the teaching/learning environment . Learn. Instr. 16 , 279–294. 10.1016/j.learninstruc.2006.07.001 [ CrossRef ] [ Google Scholar ]
• Suárez J. M., Cabanach R. G., Valle A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies . Br. J. Educ. Psychol. 71 , 561–572. 10.1348/000709901158677 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Trautwein U., Lüdtke O., Kastens C., Köller O. (2006a). Effort on homework in grades 5 through 9: development, motivational antecedents, and the association with effort on classwork . Child Dev. 77 , 1094–1111. 10.1111/j.1467-8624.2006.00921.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Trautwein U., Ludtke O., Schnyder I., Niggli A. (2006b). Predicting homework effort: support for a domain-specific, multilevel homework model . J. Educ. Psychol. 98 , 438–456. 10.1037/0022-0663.98.2.438 [ CrossRef ] [ Google Scholar ]
• Trautwein U., Schnyder I., Niggli A., Neumann M., Lüdtke O. (2009). Chameleon effects in homework research: the homework-achievement association depends on the measures used and the level of analysis chosen . Contemp. Educ. Psychol. 34 , 77–88. 10.1016/j.cedpsych.2008.09.001 [ CrossRef ] [ Google Scholar ]
• Valle A., Cabanach R. G., Núñez J. C., González-Pienda J. A., Rodríguez S., Piñeiro I. (2003a). Cognitive, motivational, and volitional dimensions of learning: an empirical test of a hypothetical model . Res. High. Educ. 44 , 557–580. 10.1023/A:1025443325499 [ CrossRef ] [ Google Scholar ]
• Valle A., Cabanach R. G., Núñez J. C., González-Pienda J. A., Rodríguez S., Piñeiro I. (2003b). Multiple goals, motivation and academic learning . Br. J. Educ. Psychol. 73 , 71–87. 10.1348/000709903762869923 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Valle A., Cabanach R. G., Rodríguez S., Núñez J. C., González-Pienda J. A. (2006). Metas académicas, estrategias cognitivas y estrategias de autorregulación del estudio [Academic goals, cognitive and self-regulatory strategies] . Psicothema 18 , 166–170. [ PubMed ] [ Google Scholar ]
• Valle A., Núñez J. C., Cabanach R. G., González-Pienda J. A., Rodríguez S., Rosário P., et al.. (2009). Academic goals and learning quality in higher education students . Span. J. Psychol. 12 , 96–105. 10.1017/S1138741600001517 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Valle A., Núñez J. C., Cabanach R., Rodríguez S., Rosário P., Inglés C. (2015a). Motivational profiles as a combination of academic goals in higher education . Educ. Psychol. 35 , 634–650. 10.1080/01443410.2013.819072 [ CrossRef ] [ Google Scholar ]
• Valle A., Pan I., Núñez J. C., Rosário P., Rodríguez S., Regueiro B. (2015b). Deberes escolares y rendimiento académico en Educación Primaria [Homework and academic achievement in Primary Education] . An. Psicol. 31 , 562–569. 10.6018/analesps.31.2.171131 [ CrossRef ] [ Google Scholar ]
• Valle A., Pan I., Regueiro B., Suárez N., Tuero E., Nunes A. R. (2015c). Predicting approach to homework in primary school students . Psicothema 27 , 334–340. 10.7334/psicothema2015.118 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Valle A., Regueiro B., Rodríguez S., Piñeiro I., Freire C., Ferradás M., et al. (2015d). Perfiles motivacionales como combinación de expectativas de autoeficacia y metas académicas en estudiantes universitarios [Motivational profiles as a combination of self-efficacy expectations and academic goals in university students] . Eur. J. Educ. Psychol. 8 , 1–8. 10.1016/j.ejeps.2015.10.001 [ CrossRef ] [ Google Scholar ]
• Vallejo G., Tuero E., Núñez J. C., Rosário P. (2014). Performance evaluation of recent information criteria for selecting multilevel models in behavioral and social sciences . Int. J. Clin. Health Psychol. 14 , 48–57. 10.1016/S1697-2600(14)70036-5 [ CrossRef ] [ Google Scholar ]
• Wolters C. A., Yu S. L., Pintrich P. R. (1996). The relation between goal orientation and students' motivational beliefs and self- regulated learning . Learn. Individ. Differ. 8 , 211−238. 10.1016/s1041-6080(96)90015-1 [ CrossRef ] [ Google Scholar ]
• Xu J. (2005). Purposes for doing homework reported by middle and high school students . J. Educ. Res. 99 , 46–55. 10.3200/JOER.99.1.46-55 [ CrossRef ] [ Google Scholar ]
• Xu J. (2007). Middle-school homework management: more than just gender and family involvement . Educ. Psychol. 27 , 173–189. 10.1080/01443410601066669 [ CrossRef ] [ Google Scholar ]
• Xu J. (2008). Validation of scores on the Homework Management Scale for high school students . Educ. Psychol. Meas. 68 , 304–324. 10.1177/0013164407301531 [ CrossRef ] [ Google Scholar ]
• Xu J. (2010). Predicting homework time management at the secondary school level: a multilevel analysis . Learn. Individ. Differ. 20 , 34–39. 10.1016/j.lindif.2009.11.001 [ CrossRef ] [ Google Scholar ]
• Zimmerman B. J., Kitsantas A. (2005). Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs . Contemp. Educ. Psychol. 30 , 397–417. 10.1016/j.cedpsych.2005.05.003 [ CrossRef ] [ Google Scholar ]

6 Important Tips on Writing a Research Paper Title

When you are searching for a research study on a particular topic, you probably notice that articles with interesting, descriptive research titles draw you in. By contrast, research paper titles that are not descriptive are usually passed over, even though you may write a good research paper with interesting contents. This shows the importance of coming up with a good title for your research paper when drafting your own manuscript.

Importance of a Research Title

The research title plays a crucial role in the research process, and its importance can be summarized as follows:

Why do Research Titles Matter?

Before we look at how to title a research paper, let’s look at a research title example that illustrates why a good research paper should have a strong title.

Imagine that you are researching meditation and nursing, and you want to find out if any studies have shown that meditation makes nurses better communicators.  You conduct a keyword search using the keywords “nursing”, “communication”, and “meditation.” You come up with results that have the following titles:

• Benefits of Meditation for the Nursing Profession: A Quantitative Investigation
• Why Mindful Nurses Make the Best Communicators
• Meditation Gurus
• Nurses on the Move: A Quantitative Report on How Meditation Can Improve Nurse Performance

All four of these research paper titles may describe very similar studies—they could even be titles for the same study! As you can see, they give very different impressions.

• Title 1 describes the topic and the method of the study but is not particularly catchy.
• Title 2 partly describes the topic, but does not give any information about the method of the study—it could simply be a theoretical or opinion piece.
• Title 3 is somewhat catchier but gives almost no information at all about the article.
• Title 4 begins with a catchy main title and is followed by a subtitle that gives information about the content and method of the study.

As we will see, Title 4 has all the characteristics of a good research title.

Characteristics of a Good Research Title

According to rhetoric scholars Hairston and Keene, making a good title for a paper involves ensuring that the title of the research accomplishes four goals as mentioned below:

• It should predict the content of the research paper .
• It should be interesting to the reader .
• It should reflect the tone of the writing .
• It should contain important keywords that will make it easier to be located during a keyword search.

Let’s return to the examples in the previous section to see how to make a research title.

As you can see in the table above, only one of the four example titles fulfills all of the criteria of a suitable research paper title.

Related: You’ve chosen your study topic, but having trouble deciding where to publish it? Here’s a comprehensive course to help you identify the right journal .

Tips for Writing an Effective Research Paper Title

When writing a research title, you can use the four criteria listed above as a guide. Here are a few other tips you can use to make sure your title will be part of the recipe for an effective research paper :

• Make sure your research title describes (a) the topic, (b) the method, (c) the sample, and (d) the results of your study. You can use the following formula:

[ Result ]: A [ method ] study of [ topic ] among [ sample ] Example : Meditation makes nurses perform better: a qualitative study of mindfulness meditation among German nursing students

• Avoid unnecessary words and jargons. Keep the title statement as concise as possible. You want a title that will be comprehensible even to people who are not experts in your field. Check our article for a detailed list of things to avoid when writing an effective research title .
• Make sure your title is between 5 and 15 words in length.
• If you are writing a title for a university assignment or for a particular academic journal, verify that your title conforms to the standards and requirements for that outlet. For example, many journals require that titles fall under a character limit, including spaces. Many universities require that titles take a very specific form, limiting your creativity.
• Use a descriptive phrase to convey the purpose of your research efficiently.
• Most importantly, use critical keywords in the title to increase the discoverability of your article.

Resources for Further Reading

In addition to the tips above, there are many resources online that you can use to help write your research title. Here is a list of links that you may find useful as you work on creating an excellent research title:

• The University of Southern California has a guide specific to social science research papers: http://libguides.usc.edu/writingguide/title
• The Journal of European Psychology Students has a blog article focusing on APA-compliant research paper titles: http://blog.efpsa.org/2012/09/01/how-to-write-a-good-title-for-journal-articles/
• This article by Kristen Hamlin contains a step-by-step approach to writing titles: http://classroom.synonym.com/choose-title-research-paper-4332.html

Are there any tips or tricks you find useful in crafting research titles? Which tip did you find most useful in this article? Leave a comment to let us know!

• Hairston, M., & Keene, M. 2003. Successful writing . 5th ed. New York: Norton.
• University of Southern California. 2017. Organizing your social sciences research paper: choosing a title . [Online] Available at: http://libguides.usc.edu/writingguide/title

Thank you so much:) Have a nice day!

Thank you so much, it helped me.. God bless..

Thank you for the excellent article and tips for creating a research work, because I always forget about such an essential element as the keywords when forming topics. In particular, I have found a rapid help with the formation of informative and sound titles that also conforms to the standards and requirements.

I am doing a research work on sales girls or shop girls using qualititative method. Basicly I am from Pakistan and writing on the scenario of mycountry. I am really confused about my research title can you kindly give some suggestions and give me an approperaite tilte

Hi Zubair, Thank you for your question. However, the information you have provided is insufficient for drafting an appropriate title. Information on what exactly you intend to study would be needed in order to draft a meaningful title. Meanwhile, you can try drafting your own title after going through the following articles our website: https://www.enago.com/academy/top-10-tips-on-choosing-an-attractive-research-title/ , https://www.enago.com/academy/writing-a-good-research-title-things-to-avoid/ , https://www.enago.com/academy/write-irresistible-research-paper-title/ We would be happy to give you feedback and suggest changes if required. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter https://www.enago.com/academy/subscribe-now/ .

thanks for helping me like this!!

Thank you for this. It helped me improve my research title. I just want to verify to you the title I have just made. “Ensuring the safety: A Quantitative Study of Radio Frequency Identification system among the selected students of ( school’s name ).

(I need your reply asap coz we will be doing the chap. 1 tomorrow. Thank u in advance. 🙂 )

I am actually doing a research paper title. I want to know more further in doing research title. Can you give me some tips on doing a research paper?

Hi Joan, Thank you for your question. We are glad to know that you found our resources useful. Your feedback is very valuable to us. You can try drafting your own title after going through the following articles on our website: https://www.enago.com/academy/top-10-tips-on-choosing-an-attractive-research-title/ , https://www.enago.com/academy/writing-a-good-research-title-things-to-avoid/ , https://www.enago.com/academy/write-irresistible-research-paper-title/

We would be happy to give you feedback and suggest changes if required. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter https://www.enago.com/academy/subscribe-now/ .

That really helpful. Thanks alot

Thank you so much. It’s really help me.

Thanks for sharing this tips. Title matters a lot for any article because it contents Keywords of article. It should be eye-catchy. Your article is helpful to select title of any article.

nice blog that you have shared

This blog is very informative for me. Thanks for sharing.

nice information that you have shared

i’m found in selecting my ma thesis title ,so i’m going to do my final research after the proposal approved. Your post help me find good title.

I need help. I need a research title for my study about early mobilization of the mechanically ventilated patients in the ICU. Any suggestions would be highly appreciated.

Thank you for posting your query on the website. When writing manuscripts, too many scholars neglect the research title. This phrase, along with the abstract, is what people will mostly see and read online. Title research of publications shows that the research paper title does matter a lot. Both bibliometrics and altmetrics tracking of citations are now, for better or worse, used to gauge a paper’s “success” for its author(s) and the journal publishing it. Interesting research topics coupled with good or clever yet accurate research titles can draw more attention to your work from peers and the public alike. You can check through the following search results for titles on similar topics: https://www.google.com/search?q=early+mobilization+of+the+mechanically+ventilated+patients+in+the+icu&rlz=1C1GCEU_enIN907IN907&oq=&aqs=chrome.0.69i59.4920093j0j7&sourceid=chrome&ie=UTF-8 .

We hope this would be helpful in drafting an attractive title for your research paper.

Please let us know in case of any other queries.

I’ve been surfing online more than 3 hours these days, but I never found any interesting article like yours. It is lovely worth enough for me. In my opinion, if all website owners and bloggers made just right content material as you did, the internet will be much more helpful than ever before.

Wonderful article! We will bee linking to this particularly great post on our site. Keep up the good writing.

Wow that was odd. I just wrote an very long comment but after I clicked submit my comment didn’t show up. Grrrr… well I’m not writing all that over again. Anyhow, just wanted to say fantastic blog!

In case the topic is new research before you’re writing. And then to stand out, you end up being different.and be inclined to highlight yourself.

There are many free directories, and more paid lists.

To be honest your article is informative. I search many site to know about writing but I didn’t get the information I needed. I saw your site and I read it. I got some new information from here. I think some of your tips can be applied to those too! Thank you so very much for such informative and useful content.

Nice and well written content you have shared with us. thanks a lot!

Thanks for sharing these tips… Rockwide

Its helpful. a person can grab knowledge through it.

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

• Reporting Research

Choosing the Right Analytical Approach: Thematic analysis vs. content analysis for data interpretation

In research, choosing the right approach to understand data is crucial for deriving meaningful insights.…

Comparing Cross Sectional and Longitudinal Studies: 5 steps for choosing the right approach

The process of choosing the right research design can put ourselves at the crossroads of…

• Career Corner

Unlocking the Power of Networking in Academic Conferences

Embarking on your first academic conference experience? Fear not, we got you covered! Academic conferences…

Research Recommendations – Guiding policy-makers for evidence-based decision making

Research recommendations play a crucial role in guiding scholars and researchers toward fruitful avenues of…

• AI in Academia

Disclosing the Use of Generative AI: Best practices for authors in manuscript preparation

The rapid proliferation of generative and other AI-based tools in research writing has ignited an…

Choosing the Right Analytical Approach: Thematic analysis vs. content analysis for…

Comparing Cross Sectional and Longitudinal Studies: 5 steps for choosing the right…

How to Design Effective Research Questionnaires for Robust Findings

Sign-up to read more

Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:

• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• 10+ Checklists
• Research Guides

We hate spam too. We promise to protect your privacy and never spam you.

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

What should universities' stance be on AI tools in research and academic writing?

• Frontiers in Psychology
• Educational Psychology
• Research Topics

Homework, Learning and Academic Success: The Role of Family and Contextual Variables

Total Downloads

Total Views and Downloads

About this Research Topic

The main purpose of this Research Topic is to analyze and identify the main family and contextual variables that are involved in the process of carrying out homework. This will require studying the role played by teachers, students and families in order to ensure that schoolwork is a useful learning tool. ...

Keywords : Homework Engagement, Homework Motivation, Teachers' Homework Feedback, Teachers’ Homework Assignments, Parents' Homework Involvement

Important Note : All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

Topic Editors

Topic coordinators, recent articles, submission deadlines.

Submission closed.

Participating Journals

Total views.

• Demographics

No records found

total views article views downloads topic views

Top countries

Top referring sites, about frontiers research topics.

With their unique mixes of varied contributions from Original Research to Review Articles, Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author.

Social Sciences

© 2024 Inquiries Journal/Student Pulse LLC . All rights reserved. ISSN: 2153-5760.

Disclaimer: content on this website is for informational purposes only. It is not intended to provide medical or other professional advice. Moreover, the views expressed here do not necessarily represent the views of Inquiries Journal or Student Pulse, its owners, staff, contributors, or affiliates.

Home | Current Issue | Blog | Archives | About The Journal | Submissions Terms of Use :: Privacy Policy :: Contact

Need an Account?

Forgot password? Reset your password »

Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

More Must-Reads From TIME

• Jane Fonda Champions Climate Action for Every Generation
• Biden’s Campaign Is In Trouble. Will the Turnaround Plan Work?
• Why We're Spending So Much Money Now
• The Financial Influencers Women Actually Want to Listen To
• Breaker Sunny Choi Is Heading to Paris
• Why TV Can’t Stop Making Silly Shows About Lady Journalists
• The Case for Wearing Shoes in the House
• Want Weekly Recs on What to Watch, Read, and More? Sign Up for Worth Your Time

Write to Katie Reilly at [email protected]

You May Also Like

Clinical Research Coordinator

Responsibilities*.

Characteristic Duties and Responsibilities: 

Expert level knowledge, skills, and abilities within all 8 competency domains is expected: 

• Scientific Concepts and Research Design
• Ethical Participant Safety Considerations
• Investigational Products Development and Regulation
• Clinical Study Operations (GCPs)
• Study and Site Management
• Data Management and Informatics
• Leadership and Professionalism
• Communication and Teamwork

The Clinical Research Coordinator supports clinical research within the Division of Pediatric Nephrology and is expected to understand and support the conduct of research within all federal, state and local regulatory requirements. Candidate will perform independent work under the guidance of the program director and supervisor, while also collaborating as necessary to support overall program success.  This coordinator is expected to participate in patient recruitment, consenting, and follow up activities in addition to underlying study coordination tasks.

Routine duties include:

• Support clinical research in Pediatric Nephrology to ensure clinical research related procedures are completed in accordance with good clinical practice guidelines.
• Collaborate within research team of physicians, biostatisticians, program/project managers, study coordinators, data managers, and administrative support.
• Screen, recruit, obtain consent, and retain participants according to research protocols.
• Coordinate pediatric/caregiver and adult patient follow up visits with research and clinical teams.
• Act as the primary point of contact for research participants, working with labs to handle biospecimens and pharmacies to place orders and pick up study drugs for research participants. 
• Participate in communication of study results to participants when indicated.
• Serve as liaison between the clinical and research teams.
• Prepare and maintain Institutional Review Board (IRB) applications, consent documents, and recruitment materials for standard and/or ceding applications.
• Perform data collection, data entry, and query management.
• Collect, process, label and store biospecimens including blood, urine, and kidney biopsy tissue.
• Assist research administrative work such as data use agreements, material transfer agreements, and proposal submissions.
• Work with administrative staff to ensure appropriate billing for study-related care.
• Assist the research team in generation of presentations, abstracts, and manuscripts.
• 40% work from home (locally).

Required Qualifications*

• Bachelor's degree in Health Science or an equivalent combination of related education and experience is necessary.
• Certification is required through Association of Clinical Research Professionals (ACRP) as a Certified Clinical Research Coordinator (CCRC) or Society of Clinical Research Association (SOCRA) as a Certified Clinical Research Professionals (CCRP) and must be achieved by 01/01/24. After 01/01/24, certification is required within six months of date of hire.
• Minimum 3 years of directly related experience in clinical research and clinical trials is necessary

Background Screening

Michigan Medicine conducts background screening and pre-employment drug testing on job candidates upon acceptance of a contingent job offer and may use a third party administrator to conduct background screenings.  Background screenings are performed in compliance with the Fair Credit Report Act. Pre-employment drug testing applies to all selected candidates, including new or additional faculty and staff appointments, as well as transfers from other U-M campuses.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

Where is Clemson University? What to know before Elite Eight March Madness game vs. Alabama

We are one week into March Madness, and as usual there have been stunning upsets, frustrating losses and a number of teams are moving forward while others are going home.

The No. 6 Clemson University Bulldogs play the No. 4 University of Alabama Crimson Tide in March Madness action on Saturday. The two universities will square off at Crypto.com Arena in Los Angeles, California for the  2024 NCAA Division I Men's Basketball Tournament at 8:49 p.m. ET.

Here's what to know about Clemson University before tipoff.

Where is Clemson University?

Clemson University is located in Clemson, South Carolina. It is located roughly halfway between Atlanta, Georgia and Charlotte, North Carolina in the northwest corner of the Palmetto State.

According to the university's website , Clemson was founded in 1889 through a bequest from Thomas Green Clemson, a Philadelphia-born, European-educated engineer, musician and artist.

In 1963, with the admission of Harvey Gantt, Clemson became the first traditionally white institution in South Carolina to desegregate since Reconstruction.

With academic offerings and research pursuits, the institution became Clemson University in 1964.

When does Clemson University play?

Clemson University vs. University of Alabama start time: Saturday at 8:49 p.m. ET. The game will be broadcast on TruTV.

Clemson vs. Alabama: Clemson vs. Alabama: Predictions, and odds for Saturday's March Madness game

How to watch and stream Clemson vs. Alabama for free

All NCAA tourney games will be broadcast across CBS, TBS, TNT and TruTV.

Turner broadcast properties — TruTV, TNT and TBS — offer 10 minutes of streaming free without a login.

Here are additional streaming options to watch all the action on your devices.

• Stream through  Paramount+ (free seven-day trial)
• Stream through  HULU with Live TV
• NCAA March Madness Live app
• Stream through  DirecTV Stream

Has Clemson ever won an NCAA tournament title during March Madness?

Clemson has never won an NCAA tourney. In fact, their three wins to reach the Elite Eight in 2024 are the most the Tigers have ever recorded in one tournament, though they won twice to reach the Elite Eight in 1980 when March Madness was limited to 48 schools. Clemson has yet to reach the Final Four.

Overall, Clemson has a 14-13 record in 14 invitations to March Madness. Current coach Brad Brownell has led the Tigers to four tournament berths, where his teams went 3-3 before reaching this year's Elite Eight.

What is Clemson University's mascot?

Since 1954, Clemson's mascot has been an orange and white tiger named The Tiger .

• Today's news
• Reviews and deals
• Climate change
• 2024 election
• Fall allergies
• Health news
• Mental health
• Sexual health
• Family health
• So mini ways
• Unapologetically
• Buying guides

Entertainment

• How to Watch
• My watchlist
• Stock market
• Biden economy
• Personal finance
• Stocks: most active
• Stocks: gainers
• Stocks: losers
• Trending tickers
• World indices
• US Treasury bonds
• Top mutual funds
• Highest open interest
• Highest implied volatility
• Currency converter
• Basic materials
• Communication services
• Consumer cyclical
• Consumer defensive
• Financial services
• Industrials
• Real estate
• Mutual funds
• Credit cards
• Credit card rates
• Balance transfer credit cards
• Business credit cards
• Cash back credit cards
• Rewards credit cards
• Travel credit cards
• Checking accounts
• Online checking accounts
• High-yield savings accounts
• Money market accounts
• Personal loans
• Student loans
• Car insurance
• Home buying
• Options pit
• Investment ideas
• Research reports
• Fantasy football
• Pro Pick 'Em
• College Pick 'Em
• Fantasy baseball
• Fantasy hockey
• Fantasy basketball
• Download the app
• Daily fantasy
• Scores and schedules
• GameChannel
• World Baseball Classic
• Premier League
• CONCACAF League
• Champions League
• Motorsports
• Horse racing
• Newsletters

New on Yahoo

• Privacy Dashboard

15 men brought to military enlistment office after mass brawl in Moscow Oblast

Local security forces brought 15 men to a military enlistment office after a mass brawl at a warehouse of the Russian Wildberries company in Elektrostal, Moscow Oblast on Feb. 8, Russian Telegram channel Shot reported .

29 people were also taken to police stations. Among the arrested were citizens of Kyrgyzstan.

A mass brawl involving over 100 employees and security personnel broke out at the Wildberries warehouse in Elektrostal on Dec. 8.

Read also: Moscow recruits ‘construction brigades’ from Russian students, Ukraine says

We’re bringing the voice of Ukraine to the world. Support us with a one-time donation, or become a Patron !

Read the original article on The New Voice of Ukraine

Recommended Stories

Nfl mock draft: trades galore as one of the best qb prospects slides outside the top 10.

Charles McDonald and Nate Tice's latest mock draft has five quarterbacks off the board in the top 13, a big-time weapon for Aaron Rodgers and some steals in the second half of the first round.

Longtime ESPN anchor John Anderson says he's retiring from 'SportsCenter:' 'The operation has changed'

Anderson has been hosting "SportsCenter" since 1999.

Draymond Green ejected less than 4 minutes into Warriors vs. Magic after arguing with official

Stephen Curry appeared to fight tears as he reacted to the ejection.

Mets pitcher ejected for throwing behind Brewers' Rhys Hoskins a day after heated exchange

Rhys Hoskins had a big day for the Milwaukee Brewers on Saturday, continuing his grudge match against the New York Mets.

Stocks just had their best first quarter in 5 years — here's where strategists think the market is headed

With stocks off to their best start in five years, many strategists on Wall Street still make a case for the S&P 500 to keep chugging higher.

One fateful decision summed up North Carolina's Sweet 16 demise

Jae’Lyn Withers shot UNC's most important 3-pointer of the game when he had no business firing away. And now the No. 1 Tar Heels are going home.

2024 New York International Auto Show Editors' Top 5 Picks

Though not the biggest New York International Auto Show, there were still some exciting reveals and even a surprise or two. We pick the best of show.

Benches clear in Blue Jays-Rays after Génesis Cabrera shoves José Caballero

We have our second bench-clearing brawl of the season.

Kenny Brooks leaves Virginia Tech for Kentucky job in stunning end of era

Within a couple of weeks, Virginia Tech's Final Four hopes dropped because of Elizabeth Kitley's injury and Brooks exited for the SEC.

Andy Reid brings Lombardi Trophy for Royals 1st pitch, throws a strike to George Brett

The Chiefs' coach had a pretty good toss to start the Royals' season.

Ex-Jaguars employee who once hacked team's Jumbotron sentenced to 220 years in prison for child molestation

The FBI searched Samuel Arthur Thompson's home after figuring out he hacked the Jaguars' jumbotron. What they found next was awful.

76ers' Kelly Oubre Jr. confronts officials after missed call on final play in loss to Clippers

"You're a b*tch. You’re a b*tch. You’re a b*tch," Oubre told each official after the defeat.

Massive changes coming to Google Chrome threaten to reshape the modern internet

Google is ending third-party cookies in Chrome. Here’s what that means for publishers trying to stay afloat in a brutal market.

USWNT's Korbin Albert apologizes after Megan Rapinoe calls out anti-LGBTQ social media content

Albert took over Rapinoe's No. 15 jersey number this year.

Conor McGregor displays concerning behavior with twitches, difficulty speaking in interview

McGregor's "Road House" hit Prime Video this week.

J.J. McCarthy second overall? + QB class red flags, Dak Prescott on the open market | Inside Coverage

Jason Fitz is joined by Senior NFL Reporters Charles Robinson and Jori Epstein to go behind the scenes on the latest rumors and news around the NFL. The trio start with takeaways from the NFL owner's meetings as Jori was on the ground in Orlando. The hosts discuss the fallout of the new kickoff rule (are rosters going to change because of it?), the two Christmas Day games and what the heck Jerry Jones was doodling in his notebook. Next, it's time to pull out the crystal ball as the hosts attempt to look into the future for some key quarterbacks, starting with Michigan QB J.J. McCarthy. McCarthy's draft stock has been skyrocketing lately as some rumors emerged that he could go as high as second overall. Charles gives his thoughts and what he's hearing from GMs around the league before moving onto Brock Purdy and whether San Francisco will be willing to pay him when the time comes. Charles dives deeper into the 2024 quarterback class and why every prospect has a massive red flag, and Jori gives us the latest on the Dak Prescott contract negotiations, which seem to be heading in the wrong direction. All signs are pointing towards Dak hitting free agency next offseason. Finally, Fitz wraps things up by asking about Deion Sanders' comments about choosing where his sons get drafted and whether or not player empowerment could be ascending to a new level with the emergence of NIL.

2025 Ram 1500's 'Hurricane' I6 tops V8 in fuel economy

2025 Ram 1500 full-size pickup truck now has fuel economy numbers, and the Hurricane inline-six delivers better numbers than the V8 it replaces.

After Jayden Daniels and Drake Maye’s pro days, the Commanders may hold the keys to the NFL Draft

The No. 1 pick seems to be a foregone conclusion, which means all eyes are on the Commanders and their decision that likely boils down to two QBs.

The 5 most surprising NFL win totals for the season include Jim Harbaugh's Chargers

There were some curious season win totals among NFL teams.

Bad NFLPA grades push Patriots' Robert Kraft, Chiefs' Clark Hunt to make upgrades

In two NFL markets, the players' complaints were heard.