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An intervention to improve motivation for homework

By Elisabeth Akioka and Linda Gilmore

Abstract

A repeated measures design, with randomly assigned intervention and control groups and multiple sources of information on each participant, was used to examine whether changing the method of delivery of a school’s homework program in order to better meet the students’ needs for autonomy, relatedness and competence would lead to more positive student attitudes to homework and whether there would also be a positive change in overall motivation. The participants were 104 male students aged 10 to 12 years who attended a single sex high school. There was no overall intervention effect on motivation; however, the intervention appeared to have a protective effect on the quality of motivation

Topics: 170103 Educational Psychology, homework, motivation, self-determination theory, intervention
Publisher: Cambridge University Press
Year: 2013
DOI identifier: 10.1017/jgc.2013.2
OAI identifier: oai:eprints.qut.edu.au:57297

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