Abstract
ABSTRACT The degree to which children's learning and homework styles were related and the effect of parent understanding of these two characteristics on children's homework attitude and achievement were examined in fifth and sixth graders (N=93) and 33 of their parents. The instruments were the Dunn, Dunn and Price Learning Style Inventory (1984), and two instruments developed by the authors, the Homework Style Scale and the Homework Behavior Scale. Children who shared an understanding of the preferred conditions for learning at home with their parents, received a higher mean score on attitude toward homework than those who did not. Parents were fairly accurate in perceptions of their children's homework style but far less accurate in perceptions of their children's learning style. It was suggested that parents' increased awareness of children's homework style may yield significant and immediate benefits for the learning a child does at home and at school.
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