Regulation of Motivation: Predicting Students' Homework Motivation Management at the Secondary School Level

Autor/in	Xu, Jianzhong
Titel	Regulation of Motivation: Predicting Students' Homework Motivation Management at the Secondary School Level
Quelle	In: Research Papers in Education, 29 (2014) 4, S.457-478 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2013.775324
Schlagwörter	Student Motivation; Homework; Secondary School Students; Grade 8; Grade 11; Parents; Educational Attainment; Predictor Variables; Family Influence; Peer Influence; Educational Environment; Time Factors (Learning); Gender Differences; Racial Differences; Socioeconomic Status; Grades (Scholastic); Feedback (Response); Teacher Role; Statistical Analysis; Regression (Statistics); Surveys + Suchen Sie Ihr Suchwort? Schulische Motivation; Hausaufgabe; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Eltern; Bildungsabschluss; Bildungsgut; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Notenspiegel; Lehrerrolle; Statistische Analyse; Regression; Regressionsanalyse; Survey; Umfrage; Befragung
Abstract	This study examines models of variables posited to predict students' homework motivation management (HMM), based on survey data from 866 8th graders (61 classes) and 745 11th graders (46 classes) in the south-eastern USA. Most of the variance in HMM occurred at the student level, with parent education as the only significant predictor at the class level. At the student level, HMM was positively associated with family help, peer-oriented reasons, learning-oriented reasons, homework interest, arranging the environment and managing time. Girls (compared with boys) and Blacks (compared with Whites) were more likely to manage homework motivation. The gender difference in HMM was more pronounced among Blacks (compared with Whites) and among 8th graders (compared with 11th graders). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10