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1.
The present study linked gender and grade level to homework management strategies and homework completion behaviours. The participants were 685 African American students in the south‐eastern USA, including 370 eighth graders and 315 eleventh graders. Gender appeared related to the majority of homework measures examined in the present study. Specifically, compared with boys, girls reported more frequently working to manage their workspace, monitor motivation and control negative emotion. In addition, girls reported that they were more likely to complete their assigned homework and were less likely to come to class without their homework. On the other hand, grade level (eighth graders vs. 11th graders) did not relate to homework management strategies and homework completion behaviours.  相似文献   

2.
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   

3.
The current investigation employs models of reciprocal effects among emotion management, cognitive reappraisal, homework completion, and achievement, based on two measurement points from 1450 Chinese 8th graders. Results revealed that emotion management and math achievement were reciprocally related. Furthermore, higher prior achievement led to higher subsequent cognitive reappraisal and homework completion. Additionally, significant interactions were found between emotion management and cognitive reappraisal in the prediction of subsequent emotion management, cognitive reappraisal, and homework completion. Specifically, these findings indicated that emotion management had a more positive influence on subsequent emotion management, cognitive reappraisal, and homework completion when prior cognitive reappraisal was low (compensatory effect by decreasing the gap between students with prior high and low cognitive reappraisal).  相似文献   

4.
The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered.  相似文献   

5.
This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students (N?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as an average grade four months later. The results indicated gender differences in the perception of teacher and peers support, achievement goals and maths performance. The effects of goal orientations, teacher and peers support on achievement were moderated by gender. Furthermore, the interaction between classroom environment and performance goals on maths grades varied with gender. In the boys’ sample, performance-avoidance goals interacted with teacher support, while in the girls’ sample, performance-approach goals interacted with peers support in predicting maths grades. The educational implications of these gender differences are discussed.  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.
ABSTRACT

The authors intended to (a) identify the association between gender or grade level and teachers’ homework (HW) feedback and (b) examine the relationship between teachers’ HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5–12) participated in this study. The results showed that (a) at higher grade levels, there is a lower perceived amount of teachers’ HW feedback; (b) teachers’ HW feedback as perceived by students is positively and significantly related to the amount of HW completed and to the perceived quality of HW time management but not to the amount of time spent on HW; (c) the amount of HW completed and the perceived quality of HW time management positively and significantly predict academic achievement; and (d) teachers’ HW feedback as perceived by students has an indirect relationship with students’ academic achievement by its effect on students’ HW-related behaviors.  相似文献   

8.
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   

9.
This study linked gender and grade level to five features of homework management reported by 426 high school students (setting an appropriate work environment, managing time, and controlling attention, motivation, and potentially interfering emotions). In addition, it linked gender and grade level to relevant homework behaviours and affective reactions toward homework. The results revealed that grade level (grades 9–10 vs. grades 11–12) did not relate to any of the above homework measures. On the other hand, compared with boys, girls more frequently reported working to manage their workspace, budget their time, and monitor their emotions. They also reported that they spent more time doing homework, were less likely to come to class without homework, and considered homework less boring.  相似文献   

10.
《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   

11.
Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework self-efficacy, homework worry anxiety, and motivation application. Homework accomplishments were rated by mathematics and English teachers. Homework value had positive effects on homework effort and worry anxiety in both subjects. Homework self-efficacy had positive and negative effects on homework effort and worry, respectively. Homework worry mediated the relation of homework value to effort and to achievement; the relation was more prominent in mathematics than in English homework. The mediating effects of worry anxiety in the relation of self-efficacy to homework effort and to achievement were significant only in mathematics. The domain specificity and direct and mediating effects were discussed in the cultural and educational context.  相似文献   

12.
The study examined the preferred and actual homework styles of 272 seventh graders (134 males and 138 females) who were characterized by (1) three levels of selfperceived homework achievement, (2) three levels of academic achievement, and (3) three levels of homework achievement. Consistencies and differences in the distinguishing components were found within and between the different types of achievement. Although different patterns of distinguishing components emerged between preferred and actual homework styles, there were remarkable consistencies between them that distinguished the achievement levels. In general, high achievers were more self, parent, and teachermotivated and persistent, organized their homework in some order, preferred or did homework in a bright home environment and by themselves, and did better with specific instructions, when compared with low achievers. However, neither preferred nor actual perceptual preferences distinguished the levels of achievement. In both preferred and actual situations, students in the high homework achievement group were more parent-motivated than those in the low homework achievement group, demonstrating the importance of parental involvement in the home learning environment.  相似文献   

13.
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   

14.
The current study validated the Homework Goal Orientation Scale (HGOS) for secondary school students. Results revealed that HGOS consisted of two distinct but related subscales: mastery‐approach and performance‐approach. Given satisfactory measurement invariance, the latent mean differences were then examined across gender (males vs. females) and grade level (7th vs. 9th). Findings showed no statistically significant mean differences across gender and grade level. Finally, consistent with theoretical expectations, compared with performance‐approach, mastery‐approach was more strongly associated with homework effort, homework emotion regulation, homework completion, and math achievement.  相似文献   

15.
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   

16.
Abstract

This article reviews previous research and reports on a study relating to six factors relevant to achievement in learning a new language: motivation, language learning styles, language learning strategies, gender, course level, and previous experience in learning a foreign language. Although motivation, learning styles, gender, and learning strategy use were all found to be influential, motivation was the single most important predictor of success. The authors suggest that awareness and understanding of the influence and interaction of student characteristics on achievement will allow instructors to provide optimal learning opportunities for all students.  相似文献   

17.
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   

18.
The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics.  相似文献   

19.
Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.  相似文献   

20.
ABSTRACT

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.  相似文献   

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