Preferred homework style and homework environment in high- versus low-achieving Chinese students

Preferred homework style and homework environment in high- versus low-achieving Chinese students

• Hong, Eunsook Educational Psychology, University of Nevada, Las Vegas
• Lee, Kit Hung University of Nevada, Las Vegas

Educational Psychology, 20(2), 125-137, 2000

Routledge

2000

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Academic Achievement Educational Research Foreign Countries Grade 5 Grade 7 Higher Education Homework Mathematics Middle Schools Questionnaires Student Attitudes Student Evaluation Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

The study compared preferred homework styles of Chinese students-who were characterized by (a) high vs low self-perceived homework achievement and attitude; (b) high vs low teacher-rated homework completion and quality; and (c) high vs low academic achievement in mathematics-and examined gender differences of homework styles in these students. The participants were 329 5th graders (172 boys and 157 girls) and 244 7th graders (130 boys and 114 girls). More distinguishing homework style elements were found with the self-perceived homework achievement and attitude levels than in the teacher-rated achievement levels. Neither gender differences nor gender-achievement interaction effects were indicated. As expected, the motivational elements distinguished the high/low levels of all types of achievement and attitude towards homework. While high teacher-rated achievement was more closely associated with high scores of the teacher-motivated element, the self-perception of work accomplishment at home was more positive in those students who were highly motivated by parents as well as teachers. A number of environmental and organisational elements also distinguished the high from low achievers. The importance of the teacher and parent role in student achievement was discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/713663718]

• English

Journal Articles

• 01443410

• 10.1080/713663718

https://bibliography.lib.eduhk.hk/bibs/fb54e428

2010-11-24