Abstract
This study examines models of variables posited to predict students’ homework motivation management (HMM), based on survey data from 866 8th graders (61 classes) and 745 11th graders (46 classes) in the south-eastern USA. Most of the variance in HMM occurred at the student level, with parent education as the only significant predictor at the class level. At the student level, HMM was positively associated with family help, peer-oriented reasons, learning-oriented reasons, homework interest, arranging the environment and managing time. Girls (compared with boys) and Blacks (compared with Whites) were more likely to manage homework motivation. The gender difference in HMM was more pronounced among Blacks (compared with Whites) and among 8th graders (compared with 11th graders).
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