Gender and School Level in Relation to Homework Behavior, Intrinsic Motivation, and Parental Involvement

Avci S., Özgenel M., Avcu A.

PSYCHOLOGY IN THE SCHOOLS, cilt.62, sa.1, ss.3158-3172, 2025 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 62 Sayı: 1
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1002/pits.23527
  • Dergi Adı: PSYCHOLOGY IN THE SCHOOLS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.3158-3172
  • Anahtar Kelimeler: gender, homework behaviors, intrinsic motivation, parental homework involvement, school level
  • Marmara Üniversitesi Adresli: Evet

Özet

The objective of this study is to investigate the influence of gender and school level (middle and high school) on a range of homework-related behaviors and attitudes among students. The study's participants were 920 students from various middle and high school levels in Turkey. The study examined a number of variables, including homework completion, homework time, academic achievement, and intrinsic motivation. The findings of the study indicated that middle school students received a higher volume of homework, completed more homework, and exhibited greater intrinsic motivation than high school students. Female students demonstrated higher academic achievement and intrinsic motivation than male students at both middle and high school levels. Additionally, parental autonomy support was a significant predictor at the middle school level but declined at the high school level, while male students exhibited greater levels of parental control.