Effort on Homework in Grades 5–9: Development, Motivational Antecedents, and the Association With Effort on Classwork

Trautwein, Ulrich; Lüdtke, Oliver; Kastens, Claudia; Köller, Olaf

doi:10.1111/j.1467-8624.2006.00921.x

Cited by 127 publications

(103 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although we found no similar differences in procrastination or the well-being indices, there is some evidence in the literature showing that females are more meticulous in doing their homework than males (Glasgow, Dornbusch, Troyer, Steinberg, & Ritter, 1997;Trautwein, Luedtke, Kastens, & Koeller, 2006). What seems more interesting however is that gender moderated the week-to-week associations between autonomous functioning and study efforts as well as procrastination and subjective vitality.…”

Section: Gender Differencescontrasting

confidence: 53%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

View full text Add to dashboard Cite

a b s t r a c tResearch on students' motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students' everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students' motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability -the degree to which one believes that ability is fixed or amenable -were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.

show abstract

Section: Gender Differencescontrasting

confidence: 53%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Therefore, according to the results of this work, devoting more time to the accomplishment of homework leads to more tasks, and consequently to a better academic performance. This result undoubtedly supports the opinion of those who advocate homework as a useful and fundamental tool for learning (Epstein & Van Voorhis, 2001;Trautwein, Lüdtke, Kastens, & Köller, 2006;Cooper, Robinson, & Patall, 2006).…”

Section: Discussionsupporting

confidence: 74%

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

Estévez¹,

Regueiro²,

Martínez³

et al. 2018

Ejihpe

View full text Add to dashboard Cite

Homework is one of the most controversial educational activities nowadays. Although, there is scientific evidence of their potential on the academic performance and learning of students, it is still necessary to study some variables, which are part of the process of carrying out homework, with more precision. Most of the relationships between motivational variables involved in learning and performance have been studied taking into account the tasks carried out by the student within the walls of the school. However, there is a certain lack of knowledge of the relationships that occur between these variables in the process of completing homework; Homework, by definition, are prescribed by the teacher to be carried out after school. For this reason, the main goal of the present paper is to analyze the predictive capacity of each variable related to motivation and homework involvement on the amount of them which are done by students. Participants were 899 students from Spanish compulsory secondary education. Results from the regression analysis indicate that the more time students spend on homework, the more intrinsically motivated they are, the more effective time management is, the better motivation management is and the less anxiety they show, then the more amount of homework they complete.Keywords: Homework, homework involvement, homework motivation, amount of homework completed, Spanish compulsory secondary education. ¿Por qué los alumnos de Educación Secundaria realizan más deberes?Los deberes escolares son una de las actividades educativas que más controversias ha generado en los últimos tiempos. Aunque existen evidencias científicas de sus potencialidades sobre el rendimiento académico y aprendizaje de los estudiantes, todavía es necesario estudiar algunas variables, que forman parte del proceso de realización de los deberes escolares, con más precisión. Sin embargo, existe un cierto desconocimiento de las relaciones que se producen entre estas variables en el proceso de realización de los deberes escolares. Es por ello, que el presente trabajo tiene como objetivo fundamental comprobar la capacidad predictiva que tiene cada una de las variables vinculadas con la motivación e implicación en las tareas para casa sobre la cantidad de las mismas realizadas por los alumnos. La muestra está integrada por 899 estudiantes de Educación Secundaria Obligatoria y los resultados del análisis de regresión indican que cuanto más tiempo pasan los alumnos en la realización de las tareas escolares, cuanto más motivados intrínsecamente están hacia ellas, cuanto más aprovechan el tiempo que dedican a esas tareas, cuanto mejor gestionan su motivación y cuanto menos ansiedad muestran ante ellas, más cantidad de las mismas realizan.Palabra clave: Tareas para casa, implicación en las tareas para casa, motivación hacia las tareas para casa, cantidad de tareas realizadas, Educación Secundaria.

show abstract

“…Najznačajniji rezultati istraživanja na području matematike također potvrđuju postavke teorije očekivanja i vrijednosti (Chouinard, Karsenti i Roy, 2007;Crombie i sur., 2005;Fan, 2011;Meece, Wigfield i Eccles, 1990;Simpkins i sur., 2006;Spinath, Spinath, Harlaar i Plomin, 2006;Trautwein i Lüdtke, 2009;Trautwein, Lüdtke, Kastens i Köller, 2006;Wang, 2012). Rezultati svih navedenih istraživanja u velikoj mjeri potvrđu-ju povezanost očekivanja uspjeha i vrijednosti sa stvarnom uspješnosti, odabirom aktivnosti ili ulaganjem truda, pri čemu su očekivanja jače povezana s pokazateljima uspješnosti, a vrijednosti s odabirom aktivnosti.…”

Section: Uvodunclassified

The Structure of Students' Motivational Beliefs in Mathematics and Their Relation to Academic Outcomes

Rovan

Pavlin-Bernardić

Vlahović-Štetić

2013

Drustvena istrazivanja

View full text Add to dashboard Cite

Cilj ovog istraživanja bio je ispitati motivacijska uvjerenja vezana uz učenje matematike kod učenika viših razreda osnovne škole u skladu s postavkama teorije očekivanja i vrijednosti. Pritom smo željeli utvrditi kakva je struktura motivacijskih uvjerenja u matematici te ispitati u kolikoj su mjeri motivacijska uvjerenja povezana s obrazovnim ishodima: postignućem, spremnošću za daljnje bavljenje matematikom te strahom od matematike. Sudionici su bili 387 učenika petog, šestog, sedmog i osmog razreda dviju zagrebačkih osnovnih škola. Oni su ispunili skale za mjerenje očekivanja i vrijednosti učenika, ciljeva postignuća i straha od matematike. Prikupljeni su i osnovni demografski podaci o sudionicima te podaci o prethodnom i aktualnom postignuću u matematici, kao i procjena spremnosti učenika da se dalje bave matematikom. Rezultati konfirmatorne faktorske analize jasno podržavaju strukturu motivacijskih uvjerenja kakvu pretpostavlja teorija očekivanja i vrijednosti. Kao značajna motivacijska uvjerenja izdvajaju se očeki-vanja uspjeha te tri komponente procjene vrijednosti (interes, korisnost, važnost). Hijerarhijske regresijske analize pokazale su da su, uz ciljeve postignuća, očekivanja i vrijednosti iz matematike važni prediktori postignuća u matematici, spremnosti na učenje matematike te straha od matematike, čak i kad se kontrolira prethodno postignuće.

show abstract

Effort on Homework in Grades 5–9: Development, Motivational Antecedents, and the Association With Effort on Classwork

Cited by 127 publications

References 58 publications

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

The Structure of Students' Motivational Beliefs in Mathematics and Their Relation to Academic Outcomes

Contact Info

Product

Resources

About