Abstract
ABSTRACT The author examined purposes for doing homework as perceived by 969 eighth–grade students from 52 classes and 831 11th-grade students from 45 classes. Through an exploratory factor analysis, 15 homework purposes were reduced to a 3-factor structure: peer-oriented, adult-oriented, and learning-oriented reasons. A series of 3 multilevel models were run, with each derived factor serving as the dependent variable. All three factors were positively associated with homework interest, teacher feedback, affective attitude toward homework, and family homework help. Adult-oriented and learning-oriented reasons were negatively associated with homework distraction. Boys reported statistically significantly lower scores in adult-oriented and learning-oriented reasons than did girls. Finally, older students were more likely to do homework for peer-oriented and learning-oriented reasons.
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