Editing Homework (section)

=== Non-academic ===
The amount of homework given does not necessarily affect students' attitudes towards homework and various other aspects of school.{{Sfnp|Cooper|Robinson|Patall|2006|p=1}}

{{Harvtxt|Epstein|1988}} found a near-zero correlation between the amount of homework and parents' reports on how well their elementary school students behaved. {{Harvtxt|Vazsonyi|Pickering|2003}} studied 809 [[Adolescence|adolescents]] in American high schools, and found that, using the Normative Deviance Scale as a model for [[Deviance (sociology)|deviance]], the correlation was {{math|''r'' {{=}} 0.28}} for [[White people|white]] students, and {{math|''r'' {{=}} 0.24}} for [[African Americans|African-American]] students. For all three of the correlations, higher values represent a higher correlation between time spent on homework and poor conduct.{{Sfnp|Cooper|Robinson|Patall|2006|p=47}}

{{Harvtxt|Bempechat|2004}} says that homework develops students' motivation and study skills. In a single study, parents and teachers of middle school students believed that homework improved students' study skills and personal responsibility skills.{{Sfnp|Xu|Yuan|2003}} Their students were more likely to have negative perceptions about homework and were less likely to ascribe the development of such skills to homework.{{Sfnp|Xu|Yuan|2003}} {{Harvtxt|Leone|Richards|1989}} found that students generally had [[negative emotion]]s when completing homework and reduced engagement compared to other activities.