Additionally, results indicated that effect sizes were robust across the type of homework completed (no single type, relaxation, or social skills) and time of homework compliance assessment (regular intervals or posttreatment), but differed by the source of homework compliance assessment.
Moderator analyses were conducted to determine the differential effect size of homework on treatment outcome by target symptoms (e.g., depression; anxiety), source of homework rating (e.g., client; therapist), timing of homework rating (e.g., retroactive vs. contemporaneous), and type of homework rating (e.g., Likert; total homeworks completed).
In the present study, the two most common sources of homework ratings were therapists and objective ratings (e.g., counting the number or percentage of homework turned in), and we found that the source of homework ratings moderated the relationship between homework compliance and treatment outcome.
Given that the previous meta-analysis found some evidence that targeted symptoms and source of homework ratings may moderate the effect of homework compliance, we further examined whether treatment target (e.g., symptoms of anxiety, depression, etc).
As for the source of homework ratings, 11 used therapist ratings, 2 used client ratings, 8 used an objective rating, and 2 used both client and therapist ratings.
There were no significant differences between groups when comparing other sources of homework ratings.
No significant differences were observed between the other sources of homework ratings.
In this case, the variable takes value one when the students are assessed by means of homework every month.
Exercises are executed within the sessions and are generalised into daily life by means of homework assignments.
Many people measure academic rigor by the volume of homework, when much of the research shows diminishing returns as time spent on homework increases.
