Abstract
The study examined the preferred and actual homework styles of 272 seventh graders (134 males and 138 females) who were characterized by (1) three levels of self‐perceived homework achievement, (2) three levels of academic achievement, and (3) three levels of homework achievement. Consistencies and differences in the distinguishing components were found within and between the different types of achievement. Although different patterns of distinguishing components emerged between preferred and actual homework styles, there were remarkable consistencies between them that distinguished the achievement levels. In general, high achievers were more self‐, parent‐, and teacher‐motivated and persistent, organized their homework in some order, preferred or did homework in a bright home environment and by themselves, and did better with specific instructions, when compared with low achievers. However, neither preferred nor actual perceptual preferences distinguished the levels of achievement. In both preferred and actual situations, students in the high homework achievement group were more parent-motivated than those in the low homework achievement group, demonstrating the importance of parental involvement in the home learning environment.
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Hong, E. Homework style, homework environment, and academic achievement. Learning Environments Research 4, 7–23 (2001). https://doi.org/10.1023/A:1011458407666
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DOI: https://doi.org/10.1023/A:1011458407666