Using Theory-Informed Learning Analytics to Understand How Homework Behavior Predicts Achievement

dc.contributor.author	Deininger, Hannah
dc.contributor.author	Pieronczyk, Ines
dc.contributor.author	Meurers, Detmar
dc.contributor.author	Nagengast, Benjamin
dc.contributor.author	Trautwein, Ulrich
dc.date.accessioned	2025-05-07T13:46:24Z
dc.date.available	2025-05-07T13:46:24Z
dc.date.issued	2025
dc.identifier.issn	0022-0663
dc.identifier.uri	http://hdl.handle.net/10900/165233
dc.language.iso	en	en
dc.publisher	Washington : Amer Psychological Assoc	de_DE
dc.relation.uri	http://dx.doi.org/10.1037/edu0000906
dc.subject.ddc	150	de_DE
dc.title	Using Theory-Informed Learning Analytics to Understand How Homework Behavior Predicts Achievement	de_DE
dc.type	Article	de_DE
utue.quellen.id	20250203000000_00231
utue.publikation.seiten	12-37	de_DE
utue.personen.roh	Deininger, Hannah
utue.personen.roh	Pieronczyk, Ines
utue.personen.roh	Parrisius, Cora
utue.personen.roh	Plumley, Robert D.
utue.personen.roh	Meurers, Detmar
utue.personen.roh	Kasneci, Gjergji
utue.personen.roh	Nagengast, Benjamin
utue.personen.roh	Trautwein, Ulrich
utue.personen.roh	Greene, Jeffrey A.
utue.personen.roh	Bernacki, Matthew L.
dcterms.isPartOf.ZSTitelID	Journal of Educational Psychology	de_DE
dcterms.isPartOf.ZS-Issue	1	de_DE
dcterms.isPartOf.ZS-Volume	117	de_DE
utue.fakultaet	06 Wirtschafts- und sozialwissenschaftliche Fakultät
utue.fakultaet	Sonstige