Predicting homework motivation and homework effort in six school subjects The role of person and family characteristics, classroom factors, and school track

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&#...

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Veröffentlicht in:Learning and instruction Jg. 19; H. 3; S. 243 - 258
Hauptverfasser: Trautwein, Ulrich, Lüdtke, Oliver
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Ltd 01.06.2009
Elsevier
Schlagworte:
Assignments
Cognitive Ability
Conscientiousness
Effort
Einflussfaktor
Family Characteristics
Gender Differences
Grade 8
Grade 9
Hausaufgabe
Homework
Intellectual Disciplines
Learner Engagement
Motivation
Personality Traits
Sex Stereotypes
Student Attitudes
Student Characteristics
Student Motivation
Unterrichtsfach
Conscientiousness
Gender differences
Motivation
Effort
Homework
ISSN:0959-4752, 1873-3263
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Zusammenfassung: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.
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2008.05.001