An intervention to improve motivation for homework

Akioka, Elisabeth & Gilmore, Linda (2013) An intervention to improve motivation for homework. Australian Journal of Guidance and Counselling, 23(1), pp. 34-48.

View at publisher


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.

Impact and interest:

0 citations in Scopus
Search Google Scholar™
1 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

421 since deposited on 15 Feb 2013
65 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 57297
Item Type: Journal Article
Refereed: Yes
Keywords: homework, motivation, self-determination theory, intervention
DOI: 10.1017/jgc.2013.2
ISSN: 1037-2911
Subjects: Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 Please consult the authors.
Deposited On: 15 Feb 2013 04:28
Last Modified: 17 Aug 2013 11:58

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page