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1.
The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences.  相似文献   

2.
This study used a randomized pretest–posttest clustered design to examine the effect of 3 homework purposes (i.e., practice, preparation, and extension) on 6th graders' mathematics achievement and how this relationship was modulated by the amount of completed homework. A total of 27 mathematics teachers and their 638 students participated in this study. Once a week for six weeks, the teachers assigned tasks that had a specific type of homework purpose according to their treatment condition. At the end of the six weeks, the students completed a non-standardized mathematics achievement test. The results of multilevel modeling showed that after controlling for student characteristics and class-level variables, extension homework positively impacted students' mathematics achievement, while practice and preparation homework did not. These findings were not related to the amount of homework that was completed by the students. The findings highlighted the importance of the teacher's role in the first phase of the homework process (i.e., designing homework with a specific purpose) and provide important data for teachers and school administrators to reflect upon when conducting actual homework practices.  相似文献   

3.
The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered.  相似文献   

4.
《Learning and Instruction》2007,17(3):372-388
The popular claim that homework time is positively related to achievement and achievement gains was tested in three studies. Time on homework was compared and contrasted with other indicators of homework assignment (i.e., homework frequency) and students' homework behavior (i.e., homework effort). The results of the three studies indicate that homework assignments are positively associated with achievement (class-level effect) and that doing homework is associated with achievement gains (student-level effect), but that the positive effects of homework assignments and completion are not captured by the “time on homework” measure.  相似文献   

5.
The purpose of this study was to examine the relationships between teachers' reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety-two Greek primary school teachers responded to two questionnaires assessing (a) the strategies they use themselves to plan, monitor and evaluate mathematics instruction and (b) the strategies they use to activate and enhance students' self-regulated learning in mathematics. Path analysis showed that teachers' self-regulation strategies both for their own teaching and for enhancing students' self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. Teachers' enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers' training programmes in self-regulated instruction.  相似文献   

6.
This study examines the determinants of homework motivation and homework effort in six school subjects at three levels: student level, classroom level, and school level. We hypothesized that several factors—including stable personality characteristics such as gender and conscientiousness, students' domain-specific homework motivation, and characteristics of homework assignments—have concomitant effects on student homework effort. The sample consisted of 511 students in Grades 8 and 9. Across all six school subjects, multilevel modelling showed that students' homework motivation and homework effort varied primarily as a function of their shared perceptions of homework quality and control (classroom level) and of their conscientiousness, individual perception of homework quality, and expectancy and value beliefs (student level). Domain-specific patterns were found for student gender in line with gender stereotypes. Cognitive ability, family background, and parental homework help or control were only loosely associated with homework motivation and homework effort.  相似文献   

7.
Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students' perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students' learning outcomes via students' adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students' math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics.  相似文献   

8.
The main objective of this study was to examine the factors of individual characteristics (e.g., self-regulation in terms of metacognition and motivation) and learning environmental expectancy (e.g., performance expectancy, effort expectancy, and social influence) that influence students’ behavioural intention to continue online courses. The questionnaire data collected from 312 college students were analyzed using the structural equation modelling approach to examine the relationship between self-regulation and the Unified Theory of Acceptance and Use of Technology model. The experimental results revealed that self-regulation in terms of metacognition and motivation directly related to performance expectancy, effort expectancy and social influence. In addition, performance expectancy, effort expectancy and motivation significantly and directly influenced students’ intention to use online courses. However, this study found that metacognition and social influence did not positively directly relate to behavioural intention. The discussion of the present findings and practical implications for possible future research have also been analyzed and concluded.  相似文献   

9.
This study presents a psychometric evaluation of the Homework Management Scale (HMS) for mathematics, consisting of five subscales for measuring ' homework management strategies. Confirmatory factor analyses were conducted with a sample of middle school students (N = 796). Results indicated that the factor structure of the Chinese version of the HMS for mathematics was consistent with the original one developed in the United States. Furthermore, the HMS and its subscales were correlated with related measures (i.e., homework purpose, homework behaviors, and learning strategies) in the theoretically expected directions. These findings suggest that Chinese version of the HMS is a valid multidimensional measure for mathematics homework at the middle school level. In addition, these findings strengthen the validity of the HMS, as China and United States represent two countries in East and West that differ with regard to their education system in general, and with homework practices in particular.  相似文献   

10.
We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' self-reported homework behavior and homework grades from students' class teachers were collected 5-weeks later. A structural equation model supported model hypotheses. Perceived autonomy support and autonomous forms of motivation toward mathematics activities in school were related to autonomous forms of motivation toward mathematics homework outside of school. Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control. Intentions predicted self-reported mathematics homework behavior and mathematics homework grades. Perceived autonomy support and autonomous forms of motivation toward mathematics in school had statistically significant indirect effects on mathematics homework intentions mediated by the motivational sequence of the model. Results provide preliminary support for the model and evidence that autonomous motivation toward mathematics activities in the classroom is linked with autonomous motivation, intention, behavior and actual attainment in mathematics homework outside of school.  相似文献   

11.
The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both emotion management and cognitive reappraisal were positively associated with 5 individual-level variables (monitoring motivation, managing time, learning-oriented reasons, self-concept, and teacher feedback) and 1 class-level variable (self-concept). In addition, at the individual level, emotion management was associated negatively with adult-oriented reasons but positively with arranging the environment and prior mathematics achievement. Meanwhile, cognitive reappraisal was positively associated with parent education at the class level.  相似文献   

12.
This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk‐taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self‐efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 942–960, 2012  相似文献   

13.
The article links student and family characteristics, along with homework characteristics and homework purposes, to homework management as reported by 194 middle‐school students in Grades 5–6. The results revealed that homework management was not related to grade level, amount of parental education, time spent on homework, or extrinsic reasons for doing homework. However, girls and students who received family help reported more frequently managing their homework. In addition, homework interest and whether homework was a favorite activity were positively related to the use of homework management strategies, above and beyond gender and family help. Furthermore, intrinsic reasons for doing homework accounted for an additional, significant percentage of the variance in homework management, with higher levels of intrinsic reasons being positively associated with more frequent use of homework management strategies.  相似文献   

14.
Abstract

The authors used data from the Longitudinal Study of American Youth to investigate variables related to change in students' attitude toward and beliefs about mathematics in middle school and high school. Using hierarchical linear modeling techniques, the authors modeled variation in students' rate of change with variables associated with student characteristics, instructional experiences, and environment. They also identified variables that differentially affect change at different levels of secondary school (i.e., middle school vs. high school) and for different affective dimensions (i.e., attitude toward mathematics, beliefs about the social importance of mathematics, and beliefs about the nature of mathematics). Results showed a substantial negative change in students' attitudes toward and beliefs about the social importance of mathematics throughout secondary school. However, students' notions of the nature of mathematics did not change throughout secondary school. The authors identified variables related to change and found that they differed according to the level of secondary school and affective dimensions.  相似文献   

15.
The present study examined empirical models of variables posited to predict students’ homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates’ shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers).  相似文献   

16.
Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012). Thereby, social comparisons refer to comparisons with the achievement level of students' classmates, whereas dimensional comparisons comprise comparisons between students' individual achievements across different domains. This paper analyzes whether both achievement comparisons influence students' subject-interest in mathematics and English (as a first foreign language). The analyses are based on N = 1390 German fifth and sixth grade students who participated in the BiKS-8-14 longitudinal study. Using multi-level analyses, results indicate that students' competences influence their mathematical and English subject-interests, demonstrating the typical pattern of social and dimensional comparisons. Further, analyses reveal mediation effects by subject-specific grades and self-concepts. These findings also apply for the development of students' subject-interest from grade 5 to grade 6. Results are discussed with respect to their implications concerning theories of achievement comparisons and interest development.  相似文献   

17.
The purpose of this study is to test empirical models of variables posited to predict homework time management at the secondary school level. Student- and class-level predictors of homework time management were analyzed in a survey of 1895 students from 111 classes. Most of the variance in homework time management occurred at the student level, with parent education appearing as the only significant predictor at the class level. At the student level, the variation in homework time management was positively associated with self-reported grade, adult-oriented reasons for doing homework, learning-oriented reasons for doing homework, and student initiative in arranging the homework environment.  相似文献   

18.
In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.  相似文献   

19.
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.  相似文献   

20.
This study examined the interrelationships among three major components of classroom teaching: subject matter content knowledge, classroom management, and instructional practices. The study involved two middle school science classes of different achievement levels taught by the same female teacher. The teacher held an undergraduate degree with a major in social studies and a minor in mathematics and science from an elementary teacher education program. The findings indicated that the teacher's limited knowledge of science content and her strict classroom order resulted in heavy dependence on the textbook and students' individual activities (e.g., seatwork) and avoidance of whole-class activities (e.g., discussion) similarly in both classes. Implications for educational practices and further research are discussed.  相似文献   

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