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

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页码：34 / 48

页数：15

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