An Intervention to Improve Motivation for Homework

被引：9
|
作者：
Akioka, Elisabeth [1 ]
Gilmore, Linda [1 ]
机构：
[1] Queensland Univ Technol, Kelvin Grove, Qld 4059, Australia
来源：
AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING | 2013年 / 23卷 / 01期
关键词：
homework; motivation; self-determination theory; intervention; SELF-DETERMINATION THEORY; STUDENTS; AUTONOMY; SUPPORT; CHOICE; NEEDS;
D O I：
10.1017/jgc.2013.2
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：34 / 48
页数：15
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