Literaturnachweis - Detailanzeige
Autor/inn/en | Xu, Jianzhong; Yuan, Ruiping; Xu, Brian; Xu, Melinda |
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Titel | Modeling Students' Interest in Mathematics Homework |
Quelle | In: Journal of Educational Research, 109 (2016) 2, S.148-158 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2014.928252 |
Schlagwörter | Student Interests; Homework; Mathematics Instruction; Predictor Variables; Student Attitudes; Cultural Differences; Cross Cultural Studies; Foreign Countries; Grade 10; Self Concept; Grade 11; Likert Scales; Educational Attainment; Parent Background; Family Involvement; Feedback (Response); Teacher Role; Peer Influence; Student Surveys; Statistical Analysis; Factor Analysis; Gender Differences; Age Differences; China; United States Studieninteresse; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Prädiktor; Schülerverhalten; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Ausland; Selbstkonzept; School year 11; 11. Schuljahr; Schuljahr 11; Likert-Skala; Bildungsabschluss; Bildungsgut; Elternhaus; Lehrerrolle; Schülerbefragung; Statistische Analyse; Faktorenanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; USA |
Abstract | The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |