Effort on Homework in Grades 5-9: Development, Motivational Antecedents, and the Association With Effort on Classwork

In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age = 13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher i...

Full description

Saved in:
Bibliographic Details
Published in:Child development 2006-07, Vol.77 (4), p.1094-1111
Main Authors: Trautwein, Ulrich, Lüdtke, Oliver, Kastens, Claudia, Köller, Olaf
Format: Article
Language:English
Subjects:
Academic achievement
Academic motivation
Age Differences
Age Factors
Age groups
Behavioural psychology
Biological and medical sciences
Child
Child development
Child psychology
Child, Preschool
Children
Conscience
Conscientiousness
Culture
Education
Educational psychology
Educational Status
Expectation
Experiments
Female
Fundamental and applied biological sciences. Psychology
Grade 5
Grade 7
Grade 8
Grade 9
Homework
Humans
Internal-External Control
Male
Mathematics
Mathematics Education
Mathematics Instruction
Modeling
Motivation
Physical Exertion
Practice (Psychology)
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Schooling
Set (Psychology)
Social Environment
Student behavior
Student Characteristics
Student Development
Student Motivation
Teachers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age = 13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher in the older cohorts, whereas the effects of the expectancy component were lower. In Study 2 (571 students in grades 8 and 9; mean age = 14.72), an expanded expectancy-value framework was found to explain both homework and classwork variables. The means for effort and value were lower for homework than for classwork; these differences were partly moderated by students' conscientiousness. The implications of homework behavior and motivation for developmental research are highlighted.
ISSN:0009-3920
1467-8624
DOI:10.1111/j.1467-8624.2006.00921.x