Abstract
Many students suffer from motivational problems when doing homework. To investigate whether an intervention that effectively promoted value beliefs in mathematics promoted students’ homework motivation and behavior, we analyzed data from a cluster randomized controlled study with two classroom-based relevance interventions (writing a text or evaluating quotes from interviews) with 82 classrooms and 1,978 ninth-grade students. Students’ math-specific homework motivation and behavior were assessed with homework diaries over a period of 4 weeks after the intervention. Latent growth curve analyses revealed that students in the text condition reported higher triggered interest but also lower homework completion than students in the control condition in the first week after the intervention. Students in the quotations condition reported higher utility of homework for future life, and higher homework effort directly after the intervention. The study highlights the potential of classroom-based relevance interventions to foster homework-specific outcomes, when considering situational, behavior-related measures.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
