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1.
This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings of this study show similarities in preference for assignment type across students and parents. Between‐group discrepancies are observed in preference for homework involvement and endorsement of homework functions. Moreover, homework perceptions are found to relate to students’ and parents’ efficacy attributes and involvement behaviour. Findings of this study are discussed in light of the Chinese sociocultural context in Hong Kong. Suggestions are made on the design and use of homework in primary schools by incorporating the views of different stakeholders. 相似文献
2.
This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational‐ and cognitive‐metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning. 相似文献
3.
This study investigated the relation between multidimensional aspects of high school students' perceptions of their parental involvement and their achievement. It explored differences in socio-economic backgrounds, ethnicity, gender, and higher and lower achieving students, and a structural model was developed to further investigate these relations. A parental involvement questionnaire and measures of efficacy, liking and achievement in mathematics and reading were administered to a sample of 1,554 New Zealand high school students from 59 schools. In the view of students, there is support for parents to be talking to their children about learning and schooling and having high expectations of them and their future in learning, especially for lower achieving students. Students who claim that their parents are talking with their teachers or attending school meetings are more likely to have lower achievement. The implications from this study relate to developing student self-regulation for learning in home, providing more surface than deeper learning as homework, and assisting parents to learn the language of learning and schooling. 相似文献
4.
高中数学教学不能忽视作业的作用,要改变作业布置低效甚至无效的问题,减轻学生的学习负担,优化作业设计。文章阐述高中数学作业的教学意义,分析作业的有效性体现,并重点论述作业布置的多样性对培养学生学科核心素养的积极作用。 相似文献
5.
John Jerrim Luis Alejandro Lopez-Agudo Oscar D. Marcenaro-Gutierrez 《British Educational Research Journal》2019,45(5):1021-1049
Homework has traditionally been considered positive for students’ academic achievement, to the extent that it makes children more responsible while learning. Nevertheless, making students do a large amount of homework has been one of the most criticised practices in recent years. Parental associations have long held the view that Spanish elementary school pupils spend too much time on homework. This situation is so alarming that it has recently caused a ‘homework strike’, which has been supported by many children's parents. Furthermore, being assigned an excessive amount of homework is a serious problem which extends well beyond Spain. In light of this context, this article aims to provide new evidence on the relationship between homework and academic performance. To carry out this research, rich longitudinal census data, together with a twin fixed-effects approach and value-added models, have been used. In this way, we can control for variables that are the same within twins, allowing us to generate a better understanding of the association between homework time and primary children's academic achievement. Our main finding is that homework is not associated with young people's academic achievement (at least within this specific country context). 相似文献
6.
Jianzhong Xu 《教育心理学》2012,32(2):183-200
The present study examined empirical models of variables posited to predict students’ homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates’ shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers). 相似文献
7.
尹震 《大连教育学院学报》2021,(1):62-64
作业作为课堂教学的延伸,是学生学习过程不可缺少的环节。有效作业可以在巩固知识的基础上帮助学生达成更高效、更优质的学习效果。小学有效作业应从提升兴趣、发展能力、开拓视野、目标引领四个方面多维设计。 相似文献
8.
Relatively little is known about how and by whom curriculum leadership and management occur inside secondary schools, especially in Asian contexts. This article aims to analyse curriculum decision-making in two academically effective secondary schools in Hong Kong. It employs qualitative methods to capture the contributions made by various school personnel, and in particular the principals, to curriculum leadership and management. Data for the two schools show that whilst neither of the principals plays a significant role in curriculum monitoring and innovation, the vice-principal (male), the senior teachers and teachers in one school were perceived to place more emphasis on curriculum monitoring and innovation than their counterparts in the other school. Whilst teachers in both schools shared high expectations for students' academic achievement, one subtle difference between them related to the pursuit of academic excellence. In one school, students did not exert much pressure on their teachers whereas in the other school, teachers felt they had to fulfil students' demands for good lesson preparation and take account of students' opinions of their teaching. 相似文献
9.
《The Journal of educational research》2012,105(6):408-419
ABSTRACT The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls. 相似文献
10.
《The Journal of educational research》2012,105(4):241-254
Abstract Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping. 相似文献
11.
Jianzhong Xu Ruiping Yuan Brian Xu Melinda Xu 《The Journal of educational research》2016,109(2):148-158
The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences. 相似文献
12.
Sivanes Phillipson 《教育心理学》2009,29(4):447-468
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement. 相似文献
13.
This study employed the repertory grid technique to investigate how a sample of 27 student teachers in Hong Kong developed a personal sense of teaching efficacy. The analysis indicated that the third year students' perceptions were more homogenous than were those of the first year students. The results also indicated that teaching efficacy was viewed in terms of the dimensions of concern for instructional participation and learning needs of pupils, communication and relationships with pupils, academic knowledge and teaching skills, lesson preparation, management of class discipline, teaching success, teaching commitment, and a sense of self-confidence. Experiences of teaching practice, electives, pupils, and teaching practice supervisors (Electives) were the major sources for the development of a sense of teaching efficacy. Implications of how those aspects of teacher training can be more effective in engendering a sense of efficacy in the student teachers are discussed. 相似文献
14.
The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness. 相似文献
15.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
16.
While homework is a frequent source of distress, positive attitudes of parents can help students develop positive emotions and self-efficacy regarding homework. In this study, we tested the hypothesis that parents' emotions, favored by autonomous motivation, directly and indirectly relate with students' emotions through their self-efficacy with regard to homework. Questionnaires were administered to 205 fourth- to eighth-grade students and their parents to assess both groups' positive and negative emotions, students' self-efficacy with regard to homework, and parents' autonomous motivation. The results supported the hypothesized model: parents' autonomous motivation is associated with parents' positive emotions, which is then associated with students' positive and negative emotions, both directly and through the mediation of students' self-efficacy for doing homework. The discussion focuses on theoretical and educational implications. 相似文献
17.
Gregory J. Marchant Sharon E. Paulson Barbara A. Rothlisberg 《Psychology in the schools》2001,38(6):505-519
The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self‐competence between the family and school contexts and achievement. Participants were 230 fifth‐ and sixth‐grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self‐competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. 相似文献
18.
This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in terms of intrinsic engagement (positive affect, perceived challenges, perceived skills in course activities), extrinsic engagement (performance expectations, performance goals, performance self‐efficacy), and negative affect in course activities. Controlling for students' computing background and pre‐enrollment academic ability, multivariate analysis of covariance indicated that, compared to lectures, e‐learning modules fostered more intrinsic engagement, comparable extrinsic engagement, and more negative affect. Findings suggest directions for developing online courses that optimise both cognitive learning and affective learning. 相似文献
19.
史静辉 《宁波教育学院学报》2009,11(5):112-115
作业是教学成果的一种反馈。好的作业不仅可以帮助教师者了解教与学之间的关系,进而对教学的进程和方法做出相应的调整;而且可以帮助学生把所学的知识运用到课堂之外,更加充分地温习旧的知识、预习新知识。教学实践证明,有效的高中英语课外作业设计,应当注意避免泛化、无层次化、机械化和无反馈等弊病。 相似文献
20.
Carmen W. H. Chan Doris Y. P. Leung Diana T. F. Lee Sek Ying Chair Wan Yim Ip Janet W. H. Sit 《Journal of Further & Higher Education》2018,42(2):158-165
Hong Kong has introduced a senior intake admission scheme which is similar to the US model of credit transfer from community college programmes to university bachelor programmes. The study aimed to assess the outcomes, in terms of generic capabilities, of introducing a senior intake articulation scheme to a bachelor of nursing curriculum in Hong Kong. One hundred and seventy-four nursing students completed and returned the Student Engagement Questionnaire. The senior intake students reported significantly higher scores in creative thinking, active learning, teaching for understanding, feedback to assist learning, and relationship between teachers and students than the mainstream students. Self-managed learning and relationship with other students were positively and significantly related to academic performance. The senior intake students appeared to adjust well in university education. Greater effort should be made to nurture their relationship with other students and a review of the denseness of the mainstream curriculum is warranted. 相似文献