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ABSTRACT The author aimed to test empirical models of variables posited to predict homework completion at the secondary school level. Student- and class-level predictors of homework completion were analyzed in a survey of 1,046 8th-grade students from 63 classes and of 849 11th-grade students from 48 classes. Most of the variance in homework completion occurred at the student level, with parent education and teacher feedback being two significant predictors at the class level. At the student level, the variation in homework completion was positively associated with teacher feedback, self-reported grade, learning-oriented reasons for doing homework, homework interest, and homework management. Girls reported statistically significant higher scores in homework completion than did boys.
Jianzhong Xu (2011) studied this question.