Abstract
Summary The relationship and difference between preferred and actual homework styles, and cultural and gender differences in students’ preferred and actual homework styles, were investigated in 272 US seventh‐graders (134 males and 138 females) and 219 Korean age peers (115 males and 104 females). While some students responded similarly to both preferred and actual homework style measures, others responded differently. That is, those who had certain preferences for doing their homework might or might not have done their homework according to their preferences. Although there were some similarities in the US and Korean children's homework styles, there were a substantial number of homework style elements that clearly distinguished between children in the two cultures. There also were gender differences and gender‐country interaction on some elements of homework style. The importance of matching homework environment with homework style for students' homework achievement was discussed.
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