Students, teachers, counselors, and parents are all important in determining the degree to which homework is effective in meeting its goals. Teachers assign homework, parents provide the environment in which it is done, and students—each with a unique profile of motivation and preference for learning—do the homework. It is a challenge for everyone involved to cooperate, share information about children's homework motivation and preferences, and develop strategies to be used at school and at home to attain a better match between what the child likes to do and has to do when learning. This article—prepared to assist teachers, parents, and counselors to meet this challenge—describes a conceptual homework model and a technique of assessing homework motivation and preferences based on the model. Intervention strategies for how to use this knowledge to make students' homework performance more effective and enjoyable are suggested.


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pp. 197-204
Launched on MUSE
Open Access
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