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 addressed this gap of empirical research and explored this subject matter in four interrelated partial studies which reanalyzed longitudinally recorded data of almost 2000 eight-graders with the help of latent-profile-models.