Homework: Motivation and Learning Preference by Eunsook Hong, Roberta M. Milgram

By Eunsook Hong, Roberta M. Milgram

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02. Students who perceived their homework achievement high were motivated by all sources of motivation including self, parent, and teachers, and their strength of homework motivation was reflected by their high promptness and persistent scores, compared to their peers. High homework achievers also preferred structured homework, liked to organize homework in a certain order, and preferred to work in a brightly illuminated home environment and to work alone not with peers but with adult figures, when compared to their peers.

All original items were to be retained. b. 76. With one item eliminated from each component, the internal consistency estimates were improved. Although some of the structure items had rel- Profiling Homework Motivation and Preference 33 atively small loading sizes, the content of items were consistent. Thus, we retained these items for further examination. c. 56. S. sample. However, because of the inconsistency in alpha across the two samples, and the relevance and quality of item composition were reasonable, we decided to retain the four items for further examination.

3. Set place/set time/mobility: 4 place, 4 mobility, and 2 set-time items. The two set-time items might have been included due to the nature of the items that indicate the need for structure (set) as found in set-place. 4. Audio–visual: 3 auditory and 3 visual items. 5. Light: 4 light and 1 self-motivated. The self-motivated item was not interpretable. 6. Authority figures: 4 authority figures items. 7. Sound: 4 sound items. 8. Alone–peers: 4 alone–peers items. 9. Intake: 4 intake items. Profiling Homework Motivation and Preference 29 10.

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