Homework is a well-known part of the teaching and learning process in schools. The use of homework has fluctuated over the years, although there seems to be  an emphasis on the importance of homework in times of economic decline (Cooper, 1989; SOU1993:16). The use and significance of homework is often taken for granted in ordinary school work (Hellsten, 1997), but homework includes several  dimensions, for example repetition of a specific content, preparation for something new, fostering of self-discipline and good study habits, working with individual study assignments for a period of time. There is a body of research on homework and several overviews and meta-studies have been conducted (e.g. Cooper, 1989, 2007; Hallam, 2004; Hellsten, 1997).

Walberg and Paschal (1994) notes that the term is used in educational research with varying definitions. Research on homework has often been focused on effects, but at the same time has been criticised for presenting effects when the research design only allows for correlations. Kåräng (1996) claims that there is no clear connection between the amount of homework and study results, but reports a positive correlation between well-educated parents and good grades (above average). Hadwin et al. (2004) describes how self regulated learning depends on ability, motivation and self-discipline. To be successful, all aspects must either be in place, or be cultivated.

Christensen (2005) emphasises that schools often takes for granted that parental support is always available, which is not the case. Högdin (2007) found, in a large study based on questionnaires to students in grade 7–9, that parental support is important for boys’ involvement in school work, while girls’ involvement is primarily dependent on support from their teachers. The conclusion is that for boys parental support is most effective, but if needed it can be replaced by teacher support. For girls, on the other hand, support from the teacher is crucial and it cannot be replaced by support from parents.

How can homework be described from students’ point of view? What is the relation between students’ approaches to homework and study success? How does the students’ approach to homework and study results in terms of grades interplay with their social background?

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