This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings of this study show similarities in preference for assignment type across students and parents. Between-group discrepancies are observed in preference for homework involvement and endorsement of homework functions. Moreover, homework perceptions are found to relate to students' and parents' efficacy attributes and involvement behaviour. Findings of this study are discussed in light of the Chinese sociocultural context in Hong Kong. Suggestions are made on the design and use of homework in primary schools by incorporating the views of different stakeholders.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055698.2010.539788]