By Eunsook Hong, Roberta M. Milgram
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Extra info for Homework: Motivation and Learning Preference
Two experimental items for responsibility were to be added and the time component items were to be revised to reflect the bipolar preference of set versus variable time of day for doing homework. ” Other items with negligible loadings 34 Homework Performance and Instrument Validation Model were not consistent across the two samples, thus will be retained for further examination. , kinesthetic items) loading on two factors—one that combines the two components and the other with only one of the two.
Promptness and persistence). Thus, we divided the motivation category into two subcategories to represent the source and strength of motivation. With this change the model now consists of six categories or dimensions. (6) At the current stage of the validation process, we concluded that the motivation-related constructs were distinctively different from the preference-related constructs. Thus, we rearranged our model to reflect the empirical findings and conceptual foundation, which resulted in two main categories (motivation and preference), with motivation consisting of two subcategories (source and strength) and preferences of four subcategories (organizational, surroundings, perceptual-physical, interpersonal).
Sample, the time components, especially the morning, had no discernible loading to any factor in both samples. In light of these findings and because homework time may not be freely chosen by students, the time components have little relevance for homework in the current form and should either be dropped or rewritten to represent the students’ preference to use a set or variable time for doing homework. e. 81. 45, and each item loaded on only one corresponding factor. All original items were to be retained.