Michael J. Coutts

Examining the Validity of the Homework Performance Questionnaire: Multi-Informant Assessment in Elementary and Middle School

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, and to evaluate gender and grade-level differences in factor scores. The HPQ was administered in 4 states from varying regions of the United States. The validation sample consisted of students (n = 511) for whom both parent and teacher ratings were obtained (52% female, mean of 9.5 years of age, 79% non-Hispanic, and 78% White). The cross-validation sample included 1,450 parent ratings and 166 teacher ratings with similar demographic characteristics. The results of confirmatory factor analyses demonstrated that the best-fitting model for teachers was a bifactor solution including a general factor and 2 orthogonal factors, referring to student self-regulation and competence. The best-fitting model for parents was also a bifactor solution, including a general factor and 3 orthogonal factors, referring to student self-regulation, student competence, and teacher support of homework. Gender differences were identified for the general and self-regulation factors of both versions. Overall, the findings provide strong support for the HPQ as a multi-informant, multidimensional measure of homework performance that has utility for the assessment of elementary and middle school students.

Understanding and Promoting the Development of Resilience in Families

Children spend the majority of their early lives within the context of the family. As the composition of the family system continues to change, the caregivers’ role has become increasingly important in fostering healthy developmental trajectories for their children. Family relationships and interaction styles are central to developing competence and promoting adaptive educational, social, emotional, and behavioral functioning. Clearly, families serve a primary role in their children’s development. Families give a child an informal education (Turnbull, Turnbull, Erwin, & Soodak, 2006), which is considered a prerequisite for successful experiences in the classroom (Adams & Christenson, 2000). Whereas the school environment sets up developmental tasks for students, the family serves as an important resource for the acquisition of these developmental tasks (Stevenson & Baker, 1987). Parents are considered to be providers of linguistic and social capital by presenting their child with learning experiences from early childhood through adult years. Such experiences consist of (a) exposing a child to ideas and activities that promote the acquisition of knowledge; (b) assisting in the socialization of gender, cultural, and peer roles; (c) establishing standards, expectations, and rules; and (d) delivering rewards and praise (Clark, 1988). Parents also play an important role in the development of children’s behavioral, social, and emotional skills. Parents can teach their children appropriate behaviors through everyday interactions and strategies, such as providing positive attention, encouragement, and praise; setting clear and consistent limits; using natural and logical consequences for inappropriate behavior; and teaching problem-solving skills, social skills, and emotion regulation skills (Webster-Stratton, 2005).