Parental Awareness of Their Children's Homework Motivation and Preference and Its Relationship to Achievement

Research Papers in Education

2012

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Turkish students' motivation sources, organisational approaches, physical needs and environmental and interpersonal preferences during the homework process were examined in 1776 students in Grades 5-8 from 10 randomly selected schools in two districts of a major urban city in Turkey. These constructs were examined to determine grade, gender, socio-economic status (SES) differences and interaction effects amongst the three grouping variables. Grade differences were demonstrated in some elements (e.g. motivation) whereas others (e.g. physical needs) were stable across grades. Gender differences were not significant in most elements, and Turkish students with low-SES background reported more positive attitudes towards homework and more culturally acceptable ways of engaging in homework than did their high-SES peers. The significance of the study in Turkish education system was discussed.

Section: Homework Motivation and Preferences: Conceptual Frameworkmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Homework motivation and preferences of Turkish students

Iflazoglu

Research Papers in Education

2012

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“…The degree of match between children's preferred ways of doing homework and parents' perceptions about their children's preferences is positively related to children's attitudes toward homework and homework achievement (Hong & Lee, 2003). Chinese parents in Hong Kong exhibited a fairly high level of awareness of their children's preferred ways of doing homework, and the accuracy of parental awareness of their children's homework behavior predicted homework performance (Hong & Lee, 2003). However, differences in teachers' and students' perceptions of homework problems have not been investigated.…”

Section: Teachers' and Students' Perceived Homework Behaviorsmentioning

confidence: 99%

Discrepancies Between Students' and Teachers' Perceptions of Homework

Journal of Advanced Academics

Wan²,

Peng

2011

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For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers' understanding of students' views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language, teachers' and students' understandings regarding the types of problems that students experience during homework may differ. Discrepancies between students' and teachers' ratings of students' homework behaviors were examined in two subject domains—mathematics and English. Moderating effects of gender on student-teacher ratings were also examined. Participants were 268 tenth graders from a school in China and their math and English teachers. Overall, students' self-ratings of homework behaviors were more negative than teachers' ratings. Male students self-rated or were rated by teachers more unfavorably than their female peers on most measures of homework problems. Discrepancies between students and teachers and across gender were more evident in English than math homework. Although teachers viewed female students as having fewer homework problems than males, when only male students were examined, teachers' and male students' ratings were similar on some measures. The importance of understanding students' homework behaviors was underscored before teachers provided homework interventions. To lessen discrepancies and improve awareness of students' homework behaviors, teachers need to grade and provide feedback on students' homework.

“…Student attitudes toward homework are more positive when children understand their learning preferences and when they utilize their preferences in homework process (Geiser, 1999). Academic and homework success is associated with home environments in which parents support their children's homework effort psychologically and behaviorally (Bowen & Bowen, 1998;Martini, 1995;Walker, Hoover-Dempsey, Whetsel, & Green, 2004) and when parents are aware of their children's learning preferences (Hong & Lee, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…The interpersonal category includes two elements: preference to do homework alone or with peers, and preference to do homework with or without the presence of an adult authority figure (Hong et al, 2004). Studies have demonstrated that when environment matches the students' preferred ways of doing homework, homework achievement and attitudes toward homework improve (Hong & Lee, 2003;Hong & Milgram, 1999).…”

Section: Homework Motivation and Preferences: Conceptual Frameworkmentioning

confidence: 97%

Relationships of Homework Motivation and Preferences to Homework Achievement and Attitudes in Turkish Students

Iflazoglu

Journal of Research in Childhood Education

2012

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Whether students' motivation, organizational approaches, physical needs, and environmental and interpersonal preferences during the homework process predict homework achievement and attitudes toward homework was examined in 1,776 Turkish students in Grades 5 through 8. The Homework Motivation and Preference Questionnaire was utilized to assess students' homework behaviors, and a multiple regression approach was employed to determine whether students' homework motivation and preferences predict homework achievement and attitude, while controlling for the effects of gender and socioeconomic status. Homework self-motivation, organization (order), sound, and interpersonal preference (studying alone) have relatively strong and consistent relationships with homework achievement and attitudes toward homework. However, other organizational (place), perceptual (tactile), and physical (intake) preferences, and other motivational sources (parent-and teacher-motivated), are related to attitudes toward homework more so than perceived homework achievement. Of these elements, self-motivation and set-order were consistent and strong in their relationships with homework achievement and attitudes across grades. The importance for teachers to individual homework and for parents to accommodate home environment was discussed, especially in the context of Turkish education.