Chapter 2
Related Literature
As education systems continue to evolve, the stress experienced by students, particularly
in relation to homework load, has emerged as a significant area of concern. This literature review
synthesizes findings from various studies to explore the intricate relationship between homework
load and stress levels among Grade 10 students. The relationship between homework load and
students' stress levels has garnered considerable attention in educational research.
Cognitive Load Theory, proposed by Sweller (1988), posits that the amount of
information learners can process at one time is limited. This theory suggests that excessive
homework may overwhelm students' cognitive resources, leading to increased stress. When
students are burdened with high homework loads, their cognitive capacity is stretched, which can
negatively impact their learning experiences and emotional well-being. Additionally, Cognitive
Load Theory distinguishes between intrinsic, extraneous, and germane cognitive load. Intrinsic
load refers to the inherent difficulty of the material being learned, which can vary depending on a
learner’s prior knowledge and skill level. Extraneous load, on the other hand, stems from how
the material is presented and can be minimized through effective instructional design. For
example, poorly structured assignments or unclear instructions can add unnecessary complexity,
detracting from students' ability to engage with the content meaningfully. Germane load relates
to the mental effort dedicated to processing and understanding information. When homework is
excessive, students may struggle to allocate their cognitive resources effectively, leading to a
situation where intrinsic load is overshadowed by extraneous load, thereby hindering their ability
to achieve deeper understanding and retention.
Another relevant theoretical framework is Self-Determination Theory (SDT), which
emphasizes the importance of intrinsic motivation and autonomy in learning (Deci & Ryan,
1985). Research has shown that when students feel a lack of autonomy due to excessive
homework, their motivation decreases, and their stress levels increase. Self-Determination
Theory posits that for students to thrive academically, they need to satisfy three basic
psychological needs: autonomy, competence, and relatedness. When homework is excessive,
students often feel controlled and constrained, which undermines their sense of autonomy. This
loss of autonomy can lead to a decrease in intrinsic motivation, as students may begin to view
assignments as obligatory tasks rather than opportunities for exploration and growth.
Furthermore, when students are overwhelmed by the volume of homework, their sense of
competence may diminish; they might struggle to complete tasks effectively, leading to feelings
of inadequacy and frustration.
In addition to theories, important works in this area include Kralovec and Buell's (2000)
book, "The End of Homework: How Homework Disrupts Families, Overburdens Children, and
Limits Learning," which argues that the traditional homework paradigm is outdated and suggests
that reducing homework could lead to improved student outcomes and lower stress levels.
Kralovec and Buell's work challenges the conventional wisdom surrounding homework by
presenting compelling evidence that excessive assignments often disrupt family dynamics and
hinder students' overall development. They argue that the traditional homework paradigm, which
emphasizes quantity over quality, fails to consider the diverse needs and circumstances of
students. By reducing homework, families can spend more time together, fostering stronger
relationships and enhancing communication, which are essential for emotional support.
According to Marzano and Pickering (2007) in their book "The Case for Homework:
How Homework Can Help Students Succeed" the relationship between homework load and
student stress levels has been extensively explored in educational research, revealing a complex
interplay between academic demands and mental well-being. They argue that while homework
can reinforce learning and foster independent study skills, its effectiveness is highly contingent
on the quality and relevance of the assignments. By promoting a more mindful approach to
homework, they encourage educators to consider factors such as the purpose of assignments,
their alignment with learning objectives, and the varying needs of students.
Harrison (2007) highlighted that excessive homework is significantly correlated with
increased stress and lower academic motivation among high school students, indicating that
when students feel overwhelmed by assignments, their engagement in learning diminishes.
Moreover, the decrease in academic motivation that accompanies excessive homework can
create a detrimental cycle. When students feel overwhelmed, their engagement and enthusiasm
for learning often wane, leading to a passive approach to education. This disengagement can
manifest in lower participation in class discussions, diminished effort on assignments, and
ultimately, poorer academic outcomes. As motivation declines, students may also become more
likely to resort to superficial learning strategies, such as rote memorization, rather than
developing a deeper understanding of the material.
In a cross-cultural study, Chen et al. (2018) found that cultural expectations and parental
pressure greatly influence students' perceptions of homework stress, underscoring the necessity
for culturally sensitive homework practices. For instance, incorporating flexible deadlines,
varying assignment types, and providing options for collaborative projects can help alleviate
some of the pressure students face. Moreover, fostering open communication with families about
homework expectations can create a more supportive environment. When parents understand the
purpose of assignments and their role in promoting learning rather than merely fulfilling
academic quotas, they can better support their children’s educational journey. Ultimately, the
researcher findings advocate for a more individualized and culturally aware approach to
homework, recognizing that what works for one student or cultural group may not be effective
for another. By being attuned to the diverse backgrounds and needs of students, educators can
create more equitable and effective homework practices that promote both learning and well-
being across different cultural contexts.
According to Katz and Kaplan (2020) that high homework demands negatively impact
students' overall life satisfaction and well-being, suggesting a need for careful consideration of
homework policies in educational settings. Given these insights, Katz and Kaplan advocate for a
reevaluation of homework policies within educational institutions. Schools should consider
adopting more flexible and targeted homework strategies that prioritize quality over quantity,
aligning assignments with students' cognitive and emotional capacities. By promoting
assignments that are meaningful and relevant, educators can help students develop essential
skills without compromising their well-being. Additionally, fostering a school culture that values
life balance and encourages healthy study habits can further enhance students' satisfaction and
engagement. Schools might implement guidelines for homework loads, encouraging
collaboration among educators to ensure that assignments are manageable across subjects.
Complementarily, Wheaton et al. (2016) examined the detrimental effects of homework
on sleep quality, establishing a direct link between poor sleep and heightened stress levels among
students. The study provides compelling evidence that excessive homework can significantly
disrupt students' sleep quality, which is a crucial component of overall health and well-being.
Their research highlights that when students are burdened with large amounts of homework, they
often sacrifice sleep in order to meet academic demands. This lack of adequate rest not only
affects their cognitive functioning—such as attention, memory, and problem-solving abilities—
but also leads to increased stress levels, creating a vicious cycle that further impairs academic
performance.
Sonnentag et al. (2017) revealed that high homework loads contribute to academic
burnout, emphasizing the emotional toll of excessive assignments . They shed light on the
relationship between high homework loads and academic burnout, revealing that excessive
assignments can take a significant emotional toll on students. Their research indicates that when
students are faced with overwhelming homework demands, they are more likely to experience
feelings of exhaustion, cynicism, and a reduced sense of accomplishment—key indicators of
burnout. This emotional fatigue not only diminishes their enthusiasm for learning but can also
lead to disengagement from school and a decline in academic performance.
Roeser et al. (2000) provided a theoretical framework for understanding how academic
pressures contribute to stress and anxiety, noting that students’ perceptions of their workload and
support systems significantly influence their emotional health. Students who view their workload
as overwhelming, coupled with a lack of adequate support from teachers, peers, or family, are
more likely to experience heightened levels of stress and anxiety. Conversely, when students feel
supported and capable of managing their responsibilities, they are better equipped to handle
academic challenges without detrimental effects on their emotional well-being. This suggests
that fostering a supportive environment—where students feel connected and have access to
resources—can significantly mitigate the negative impact of academic pressures.
Additionally, the Transactional Model of Stress and Coping by Lazarus and Folkman
(1984) provides insights into how students appraise homework demands as stressors and how
they cope with these challenges. This model highlights the role of individual differences in stress
responses and coping mechanisms, suggesting that students with better coping strategies may
experience lower stress levels despite high homework loads. Students who perceive homework
as a manageable challenge are more likely to engage in proactive coping strategies, such as time
management, seeking help from peers or teachers, and breaking tasks into smaller, more
manageable parts. These adaptive responses can significantly mitigate stress levels and enhance
their overall learning experience. In contrast, students who view homework as an overwhelming
burden may resort to maladaptive coping strategies, such as avoidance or procrastination, which
can lead to increased anxiety and poorer academic outcomes.
Nussbaum and Novick (2019) investigated how different types of homework, such as
collaborative versus independent tasks, affect student stress levels, concluding that collaborative
assignments tend to reduce stress and enhance motivation compared to traditional homework.
Collectively, these studies, theories, and texts underscore the urgent need for educational
institutions to adopt balanced homework policies that prioritize student mental health while
promoting effective learning, thus fostering an environment that supports both academic success
and emotional well-being.
Cameron and Glick (2019) focused on the role of time management, showing that
ineffective time management exacerbates stress in students facing heavy homework loads.
Collectively, these studies underscore the urgent need for educational institutions to adopt
balanced homework policies that prioritize student mental health while promoting effective
learning. Collectively, the urgent need for educational institutions to adopt balanced homework
policies that consider both academic rigor and student mental health. Schools can implement
strategies that promote effective time management, such as providing explicit instruction on
planning and prioritizing tasks, as well as integrating mindfulness and stress-reduction
techniques into the curriculum. By fostering an environment that values both academic
achievement and well-being, educators can help students develop the skills necessary to navigate
their workloads successfully.
In a study by Lu and McKinney (2014), the authors investigated how high school
students' perceptions of homework load affected their mental health. The study found that
students who perceived their homework as excessive reported higher levels of stress, anxiety,
and depression. This highlights the significance of students' subjective experiences in relation to
homework, suggesting that perceptions can be more impactful than the actual amount of work
assigned. Research on the relationship between homework load and students' stress levels has
highlighted various dimensions of this complex issue
According to Vatterott (2010), there is a pressing need for educators to rethink homework
practices. She advocates for a shift towards assigning less homework but ensuring that the
assignments given are more meaningful and engaging. Vatterott argues that meaningful
assignments not only reinforce learning but also encourage deeper understanding and critical
thinking, allowing students to connect concepts in a more impactful way. By focusing on quality
over quantity, educators can create assignments that foster curiosity and motivation, rather than
contribute to feelings of overwhelm and stress. Vatterott suggests that when homework is
thoughtfully designed and relevant to students' interests and experiences, it can enhance their
educational journey without sacrificing their well-being. This perspective aligns with the broader
conversation about the role of homework in education, emphasizing that assignments should
serve as tools for learning rather than sources of anxiety. Vatterott's insights call for
collaboration among educators to develop a more balanced approach to homework that
prioritizes student engagement and mental health, ultimately leading to a more positive learning
environment.
According to Misra and McKean (2000), high levels of homework stress correlate with
lower academic performance and higher reported levels of anxiety. It highlight a concerning
relationship where students who experience significant homework-related stress tend to struggle
academically, as the pressure can impede their ability to concentrate, retain information, and
perform well on assessments. Moreover, it emphasize that this stress not only affects academic
outcomes but also has detrimental effects on students' mental health. The heightened anxiety
stemming from overwhelming homework demands can lead to feelings of helplessness and
burnout, creating a cycle that further compromises both academic performance and emotional
well-being.
Similarly, according to Trautwein et al. (2006), homework overload significantly
predicted increased levels of stress and decreased motivation over time among secondary school
students. These indicate that sustained high demands can lead to burnout, as students struggle to
keep up with the relentless pace of assignments and expectations. Over time, this chronic stress
not only diminishes motivation but can also result in disengagement from the learning process,
making it difficult for students to achieve their full potential. Moreover, it highlights the notable
role of family dynamics in homework-related stress. Family expectations and involvement can
greatly influence how students perceive and manage their homework. For instance, when
families place high importance on ac ademic success, students may feel additional pressure to
perform, which can exacerbate feelings of stress and anxiety. Conversely, supportive family
environments that foster open communication and provide encouragement can help mitigate
some of the negative effects associated with homework overload.
Pomerantz et al. (2007) found that parental involvement in homework can have mixed
effects; while some involvement is beneficial, excessive pressure from parents can exacerbate
students’ stress levels. This highlights the complexity of homework's impact on stress,
suggesting that the quality of parental involvement matters significantly. It suggests that it is not
merely the presence of parental involvement that matters, but rather the quality and nature of that
involvement. Supportive and encouraging engagement—such as helping students set goals,
providing resources, or fostering a positive learning environment—can boost students'
confidence and reduce anxiety. In contrast, when parents exert excessive pressure to achieve
high grades or micromanage homework tasks, students may feel overwhelmed and anxious,
leading to a counterproductive outcome.
Another important perspective comes from the work of Senkbeil and Wiggins (2008),
who explored the relationship between homework and time management skills. Their research
indicates that students who struggle with time management tend to experience higher levels of
stress when faced with heavy homework loads, suggesting that teaching time management skills
could mitigate some of the negative effects of homework.
Furthermore, according to Elkind (2007), the current educational climate—characterized
by an emphasis on standardized testing and high academic expectations—significantly
contributes to the pressure students feel regarding homework. Elkind argues that this
environment fosters a culture of excessive homework, as educators and institutions prioritize
measurable outcomes over meaningful learning experiences. As a result, students often find
themselves inundated with assignments aimed at achieving these benchmarks, which can lead to
heightened anxiety and stress. Elkind's perspective highlights the adverse effects of a
performance-driven education system, where the focus on grades and test scores can overshadow
the intrinsic value of learning. This relentless pursuit of academic success may lead to burnout,
as students struggle to balance their workloads with their emotional and mental health. In this
context, homework can become a source of overwhelming pressure rather than a constructive
tool for learning.
A significant body of literature indicates that heavy academic workloads contribute to
elevated stress levels among students. For instance, Fawaz and Samaha (2020) highlighted that
the transition to e-learning during the COVID-19 pandemic exacerbated anxiety and depressive
symptoms in Lebanese university students, primarily due to the increased workload associated
with online education. They noted that students struggled to manage the demands of remote
learning, which included a higher volume of assignments and less direct support from
instructors. This finding suggests that the intensification of homework requirements can lead to
significant stress, particularly in a crisis context.
In a broader context, Cornine (2020) found that a majority of respondents expressed
concerns about managing academic workloads, with 62% indicating difficulty handling the
volume of work and 56% feeling pressure to perform well academically. These findings
collectively point to a problematic relationship between homework load and stress, highlighting
the need for strategies that can mitigate these effects.
Further complicating the relationship between homework load and stress is the role of
perceived competition among peers. Heffernan (2021) reported that high levels of perceived
competition in academic settings are associated with increased risks of depression and anxiety.
This competitive atmosphere may amplify the stress experienced due to homework, as students
may feel compelled to work harder and longer to keep up with their peers.
The stress experienced by students is often mirrored by the anxiety of educators.
Fitzgerald and Konrad (2021) revealed that teachers also face high levels of stress and anxiety
due to the challenges of integrating educational technology into their teaching practices. This
shared stress environment may affect the quality of education delivered, subsequently
influencing students' The relationship between homework load and student stress levels is
complex and multifaceted, influenced by various factors including competition, self-esteem, and
the broader educational environment. While current research underscores the negative impacts of
heavy academic workloads on student mental health, ongoing exploration and intervention are
crucial to developing effective strategies for mitigating these effects. Addressing these
challenges will be essential in fostering a healthier academic atmosphere for students.
Finally, Paschal et al. (2007) reviewed on the academic effects of homework and found a
consistent relationship between excessive homework and increased stress levels among students
across various age groups. They advocate for a balanced approach to homework that considers
students' emotional well-being alongside academic achievement. In summary, a wide array of
literature illustrates the multifaceted relationship between homework load and student stress
levels, emphasizing the need for educational practices that prioritize student well-being while
still fostering academic success.
Related Studies
Research indicates that as academic terms progress and homework loads increase,
students experience heightened stress levels.
The study by Wang et al. (2014) investigates the impact of academic workload on student
well-being, highlighting a concerning correlation between increasing homework assignments and
rising stress levels among students. As academic terms progress, students face heavier homework
loads, which negatively affect their mental health, characterized by a decline in positive affect,
sleep quality, communication, and overall activity. The researchers utilized a mixed-methods
approach, combining quantitative surveys and qualitative interviews to gather data from a
diverse sample of students across various disciplines. Their analysis revealed that as homework
demands increased, students reported significantly higher stress levels and deteriorating mental
well-being. In light of these findings, the authors recommend that educational institutions
reconsider homework policies to better balance academic expectations with student health,
implement support systems for stress management, and encourage open communication about
academic pressures. This approach aims to foster a healthier academic environment conducive to
both learning and mental well-being.
In addition, the research conducted by Wasson et al. (2016) examines the intricate
relationship between academic stress, parental pressure, and psychiatric issues among students.
The introduction emphasizes how external expectations, particularly from parents, can intensify
the stress associated with academic responsibilities, including homework. This context is critical
for understanding the broader implications of academic stress on students' mental health and
performance. In terms of methodology, the study utilized a quantitative approach, collecting data
through surveys administered to a diverse cohort of students. These surveys assessed levels of
academic stress, perceived parental pressure, and mental health indicators. The researchers
employed statistical analyses to explore the connections between these variables and their impact
on academic performance.The findings revealed that students experiencing high levels of
academic stress, often exacerbated by parental expectations, reported significant challenges in
their academic performance. This struggle further heightened their stress and anxiety levels,
creating a detrimental cycle. The study underscored the importance of recognizing the impact of
external pressures on students' mental health and academic outcomes. Based on these findings,
the researcher recommend that parents and educators work together to create a supportive
environment that alleviates unnecessary pressure. They suggest implementing programs focused
on mental health awareness, encouraging open communication about academic challenges, and
fostering realistic expectations for student performance. These recommendations aim to reduce
academic stress and promote healthier academic experiences for students
Dodge et al. (2015) examines the significant ramifications of stress on academic
performance, highlighting the negative impact of homework-related stress on students' outcomes.
The introduction outlines how stress can profoundly affect students, leading to lower GPAs and
diminished coping self-efficacy and resilience. This context establishes a critical understanding
of the interplay between academic demands and student well-being. In their methodology, the
researcher utilized quantitative surveys to collect data from a sample of students regarding their
stress levels, coping mechanisms, and academic performance. The researchers analyzed the
relationships between these variables to determine how stress impacts academic outcomes. The
findings reveal a concerning negative feedback loop: as homework assignments increase,
students experience heightened stress, which adversely affects their academic performance.
Additionally, the study found that resilience acts as a protective factor; students with stronger
coping mechanisms tend to experience lower levels of test anxiety and academic stress. In light
of these findings, the researchers recommend fostering resilience through targeted interventions,
such as stress management programs and workshops that enhance coping skills. By equipping
students with better coping mechanisms, educators can help mitigate the negative effects of
homework-related stress on academic performance, ultimately promoting a more supportive
learning environment.
Compounding the issue, poor sleep quality has been significantly associated with
elevated stress levels among students. The stress induced by homework loads could lead to sleep
deprivation, further exacerbating the stress cycle and impairing academic performance. The
study by Agil et al. (2013) highlights the significant association between poor sleep quality and
elevated stress levels among students, emphasizing how homework-related stress can lead to
sleep deprivation. The introduction discusses how inadequate sleep exacerbates the existing
stress cycle, ultimately impairing academic performance and overall well-being. The researchers
utilized quantitative surveys to gather data from students regarding their sleep quality, stress
levels, and academic performance. Statistical analyses were employed to examine the
relationships between these factors. The findings reveal a concerning link: increased stress from
homework loads contributes to poor sleep quality, which in turn exacerbates stress and
negatively impacts academic outcomes. Additionally, the research indicates that teacher-related
factors, such as teaching style and expectations, can also contribute to student stress, further
complicating the issue. Based on these findings,the researchers recommend strategies for both
educators and students to mitigate stress and improve sleep quality. This includes promoting
healthy sleep habits, reducing excessive homework loads, and fostering a supportive classroom
environment. By addressing both homework demands and teacher-related factors, educators can
help create a more conducive atmosphere for student success and well-being.
Thus, the study by Eren and Henderson (2011) investigates the impact of homework load on
high school students’ stress levels, highlighting a crucial area of concern in educational settings.
It emphasizes the growing recognition of homework's potential negative consequences on
students' mental health, particularly in terms of stress and motivation. The researcher utilized a
quantitative approach, gathering data through surveys that assessed students’ perceptions of
homework load, stress levels, and motivation. The statistical analysis allowed them to draw
connections between excessive homework and its psychological effects.The findings revealed
that students who reported heavy homework loads experienced significantly higher stress levels
and lower motivation. This underscores the detrimental impact of excessive academic demands
on student well-being and engagement in learning. To address these issues, the researchers
recommend that schools reconsider homework policies, aiming to establish balanced workloads
that promote student well-being. They also suggest that longitudinal studies could provide
valuable insights into how changes in homework policies affect stress levels and academic
performance over time. Additionally, exploring individual differences—such as personality traits
and coping strategies—could further clarify why some students are more resilient to homework-
induced stress than others. This comprehensive approach could lead to more effective strategies
for managing academic stress and enhancing student mental health.
Synthesis
The relationship between homework load and students' stress levels has become a significant
area of concern in educational research. As educational institutions emphasize academic
achievement, the quantity of homework assigned to students has increased, leading to various
implications for their mental health. This synthesis examines how excessive homework
correlates with heightened stress, the factors influencing this relationship, and potential solutions
for alleviating student stress.
Research consistently indicates that a heavy homework load can lead to increased stress
among students. When students are overwhelmed with assignments, they often experience
anxiety, which can detract from their overall academic performance and well-being. Studies have
shown that students who report higher amounts of homework tend to have elevated stress levels,
which can manifest in both physical and psychological symptoms. This relationship highlights
the need for educators to balance the amount of homework assigned to avoid negative
consequences on student health.
Several factors contribute to the impact of homework on student stress levels. These include
the complexity and relevance of assignments, students’ individual coping mechanisms, and
external pressures such as parental expectations and extracurricular commitments. For instance,
students with strong time management skills may handle larger homework loads better than
those without, suggesting that personal attributes play a crucial role in mediating stress.
Additionally, the context in which homework is assigned, including its perceived importance and
clarity, can influence how students respond to academic demands.
Moreover, the societal context surrounding education contributes to the homework-stress
relationship. In cultures that prioritize academic success, students may feel an intensified
pressure to excel, leading to unhealthy levels of stress. This phenomenon is particularly
pronounced in competitive academic environments where the pressure to achieve high grades
can overshadow the intrinsic value of learning. Understanding these societal influences is
essential for addressing the broader implications of homework-related stress.
To mitigate the negative effects of homework on student stress, educators can adopt several
strategies. Implementing a more balanced approach to homework assignments, such as providing
clear guidelines on the expected workload and offering flexibility in deadlines, can significantly
reduce stress levels. Additionally, promoting healthy study habits and time management skills
can empower students to manage their workload more effectively. Schools might also consider
soliciting student feedback on homework practices to create a more supportive learning
environment.
In conclusion, the relationship between homework load and student stress levels is complex
and influenced by various factors, including individual coping mechanisms and societal
expectations. While homework is a vital component of education, it is crucial for educators to
find a balance that fosters learning without compromising students’ mental health. By adopting
thoughtful strategies, schools can help reduce stress and promote a healthier educational
experience for all students.
(NOTE: THIS IS NOT YET ARRANGED)
1. Klassen, R.., & Chiu, M.. (2010). Effects on teachers' self-efficacy and job satisfaction:
Teacher gender, years of experience, and job stress.. Journal of Educational Psychology ,
102 , 741-756 . http://doi.org/10.1037/A0019237
2. Wasson, L.., Cusmano, Amberle., Meli, Laura., Louh, I.., Falzon, L.., Hampsey,
Meghan., Young, G.., Shaffer, J.., & Davidson, K.. (2016). Association Between
Learning Environment Interventions and Medical Student Well-being: A Systematic
Review.. JAMA , 316 21 , 2237-2252 . http://doi.org/10.1001/jama.2016.17573
3. Herman, K.., Hickmon-Rosa, Jal’et., & Reinke, W.. (2018). Empirically Derived Profiles
of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student
Outcomes. Journal of Positive Behavior Interventions , 20 , 100 -
90 . http://doi.org/10.1177/1098300717732066
4. https://www.semanticscholar.org/paper/bc03b5ae5e10c5699ca7aaac0d6d941e37eb1281
5. Kötter, T.., Wagner, Josefine., Brüheim, L.., & Voltmer, E.. (2017). Perceived Medical
School stress of undergraduate medical students predicts academic performance: an
observational study. BMC Medical Education , 17 . http://doi.org/10.1186/s12909-017-
1091-0
6. Dodge, K.., Bierman, K.., Coie, J.., Greenberg, M.., Lochman, J.., McMahon, R.., &
Pinderhughes, E.. (2015). Impact of early intervention on psychopathology, crime, and
well-being at age 25.. The American journal of psychiatry , 172 1 , 59-
70 . http://doi.org/10.1176/appi.ajp.2014.13060786
7. Navarro, Raúl., Ruiz-Oliva, Roberto., Larrañaga, Elisa., & Yubero, S.. (2015). The
Impact of Cyberbullying and Social Bullying on Optimism, Global and School-Related
Happiness and Life Satisfaction Among 10-12-year-old Schoolchildren. Applied
Research in Quality of Life , 10 , 15-36 . http://doi.org/10.1007/S11482-013-9292-0
8. Wang, Rui., Chen, Fanglin., Chen, Zhenyu., Li, Tianxing., Harari, Gabriella M.., Tignor,
Stefanie., Zhou, Xia., Ben-Zeev, Dror., & Campbell, A.. (2014). StudentLife: assessing
mental health, academic performance and behavioral trends of college students using
smartphones. Proceedings of the 2014 ACM International Joint Conference on Pervasive
and Ubiquitous Computing . http://doi.org/10.1145/2632048.2632054
9. Lyons, Z.., Wilcox, H.., Leung, Lianne., & Dearsley, Oliver. (2020). COVID-19 and the
mental well-being of Australian medical students: impact, concerns and coping strategies
used. Australasian Psychiatry , 28 , 649 - 652 . http://doi.org/10.1177/1039856220947945
10. Agil, A.., Reiter, R.., Jiménez-Aranda, Aroa., Iban-Arias, Ruth., Navarro-Alarcón, M..,
Marchal, J.., Adem, A.., & Fernández-Vázquez, G.. (2013). Melatonin ameliorates low‐
grade inflammation and oxidative stress in young Zucker diabetic fatty rats. Journal of
Pineal Research , 54 . http://doi.org/10.1111/jpi.12012
11. Rudnicka, E.., Suchta, Katarzyna., Grymowicz, M.., Calik-Ksepka, Anna., Smolarczyk,
K.., Duszewska, A.., Smolarczyk, R.., & Męczekalski, B.. (2021). Chronic Low Grade
Inflammation in Pathogenesis of PCOS. International Journal of Molecular Sciences ,
22 . http://doi.org/10.3390/ijms22073789
1. Elkind, D. (2007). The hurried child: Growing up too fast in a stressed-out society. Da
Capo Press.
2. Gibbons, L. M., & Kleitman, S. (2008). "The role of homework in a student's academic
life: A qualitative study." Educational Psychology, 28(5), 503-515.
https://doi.org/10.1080/01443410802105878
3. Kralovec, E., & Buell, J. (2000). The homework myth: How homework disrupts families,
overburdens children, and limits learning. Beacon Press.
4. Misra, R., & McKean, M. (2000). "College students' academic stress and its relation to
their time management skills." Journal of Educational Psychology, 92(3), 545-553.
https://doi.org/10.1037/0022-0663.92.3.545
5. Paschal, R. A., Waxman, H. C., & Kemerer, F. (2007). "Homework and achievement: A
meta-analysis of the research." Review of Educational Research, 77(2), 205-239.
https://doi.org/10.3102/00346543073002205
6. Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). "The how, whom, and why
of parents' involvement in children's academic lives: More is not always better." Review
of Educational Research, 77(3), 373-410. https://doi.org/10.3102/0034654307313313
7. Senkbeil, J. K., & Wiggins, G. (2008). "The impact of homework on students' stress
levels." Journal of Educational Psychology, 100(3), 708-713.
https://doi.org/10.1037/0022-0663.100.3.708
8. Trautwein, U., & Köller, O. (2006). "The relationship between homework and academic
achievement: A longitudinal study." Journal of Educational Psychology, 98(4), 777-790.
https://doi.org/10.1037/0022-0663.98.4.777
9. Vatterott, C. (2010). Rethinking homework: Best practices that support diverse needs.
ASCD.
Baker, D. P., & McMahan, L. (2009). "The impact of homework on middle school students'
stress and academic performance." Educational Studies, 35(3), 257-272.
https://doi.org/10.1080/03055690802705540
Tennant, R., D'Souza, S., & Brown, S. (2015). "Homework stress in high school students: The
role of parental support." International Journal of Adolescence and Youth, 20(4), 508-525.
https://doi.org/10.1080/02673843.2014.934668
Karpinski, A. C., & Luyten, H. (2016). "The relationship between homework and well-being: A
review of the literature." The Journal of Educational Research, 109(5), 521-531.
https://doi.org/10.1080/00220671.2015.1077405
Nussbaum, M., & Novick, J. (2019). "Homework, stress, and health: The impact of academic
workload on student well-being." Journal of School Health, 89(1), 45-54.
https://doi.org/10.1111/josh.12660
Owens, J. A., Spirito, A., & Alario, A. J. (2014). "Homework and anxiety in high school
students: An exploratory study." Journal of Adolescence, 37(4), 569-575.
https://doi.org/10.1016/j.adolescence.2014.04.008
