Homework and behaviour

The authors summarize their findings writing, "First, conscientious students spent more time on homework, procrastinated less, and used all three types of learning strategies more than less conscientious students. A similar pattern was observed for Agreeableness, although its relation with procrastination was far less strong.

The first was that personality would be related to homework time, procrastination and learning strategies. Their second hypothesis was a refinement of these relations where they predicted that homework behaviors would mediate, at least partially, the relation between personality and school grades.

Encouraging and facilitating homework is a key feature of cognitive-behavioral therapy. Initially, homework assignments were mainly in the form of additional studies aimed at obtaining or giving information. In the following sessions, the homework contents begin to form the techniques created to support cognitive change with life.

For example, someone who is not very conscientious in terms of personality (lacking a sense of self-discipline, orderliness and need for achievement) would be less likely to do his or her homework, and this would negatively affect grades.