Abstract
Time on task is a key variable in models of teaching and learning. Based on these models, it has generally been assumed that the time students spend on homework is positively related to achievement gains. To date, however, few studies with a design allowing this relationship to be investigated have been conducted in the German-speaking countries. The present study examines the effects of homework behavior on achievement in French using a longitudinal sample of 1832 eighth graders from 104 classes in three Swiss cantons. Irrespective of the method used to tap time spent on French homework (global self-report, diary method) and of the dimensions examined (e.g., written work, learning vocabulary), homework time proved to be negatively related to achievement and achievement gains. By contrast, conscientious homework behavior was consistently associated with higher student achievement and greater achievement gains. The discussion section stresses the need to focus on homework motivation as a predictor of homework time and homework effort.