Configuration of Learning Types during Home Work: Conditional Factors and Consequences

Homework is a central component of school education and is utilized with the intention to raise students’ performance. Nevertheless, in regards to the effect of the assignment and completion of homework there is a considerable gap between the intended educational relevance and its empirical validation.

The project addresses this gap of empirical research and explores this subject matter in four interrelated partial studies which will re-analyze longitudinally recorded data of almost 2000 eight-graders with the help of latent-profile-models.

In cooperation with:

  • Leibniz Institute for Science and Mathematics Education (IPN)
  • Hector Research Institute of Education Sciences and Psychology (HIB)
  • University of Education Freiburg (PH FR) (in German)
  • Utrecht University (UU)

Project management: Dr Barbara Flunger

Contact: Dr Barbara Flunger (b.flunger[at]

Funding: Deutsche Forschungsgemeinschaft (DFG)

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