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ERIC Number: ED432602
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Preferred Homework Style and Homework Environment in High- versus Low-Achieving Chinese Students.
Hong, Eunsook; Lee, Kit-hung
This study compared preferred homework styles of Chinese students who were characterized by: (1) high versus low self-perceived homework achievement and attitude; (2) high versus low teacher-rated homework completion and quality; (3) high versus low academic achievement in mathematics. Gender differences in homework styles were also examined. Participants were 329 fifth graders (172 boys and 157 girls) and 244 seventh graders (130 boys and 114 girls). More distinguishing homework style elements were found with the self-perceived homework achievement and attitude levels than in the teacher-rated achievement (homework completion and quality and final examination scores). Neither gender differences nor gender-achievement interaction effects were indicated in the current samples. As expected, the motivational elements distinguished the high/low levels of all types of achievement and attitude toward homework. While high teacher-rated achievement was more closely associated with high scores of the teacher-motivated element, the self-perception of work accomplishment at home was more positive in those students who were highly motivated by parents as well as teachers. In general, no significant differences were indicated in the perceptual sensitivity elements (auditory, visual, tactile, kinesthetic) between high- and low-achieving students, while some group differences were found on the physical elements (intake, mobility) in some of the achievement and attitude measures. A number of environmental and organizational elements also distinguished the high from low achievers. The importance of teacher and parent roles in student achievement is discussed. (Contains 2 tables and 32 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China