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ABSTRACT
Reviews of empirical research typically conclude that homework is beneficial to academic achievement and learning. Unfortunately, inadequate homework completion and homework-related behavior problems are common among children and adolescents. Even parents of students who perform well academically report significant behavior problems and parent-child conflict surrounding the process of homework completion. Many empirically evaluated homework interventions may require a degree of parental involvement that is unacceptable for some adolescents. Self-management procedures such as self-monitoring may serve as an appropriate, alternative homework intervention for older students. This study compared the effects of two interventions for middle school students with homework problems: (1) parental monitoring and structuring of homework, and (2) adolescent self-monitoring and structuring of homework. Results indicate that Homework Problem Checklist (HPC) scores significantly improved for both interventions compared to the control sample, but were not different from one another. Additionally, parents rated the two treatments as highly acceptable.
