Why Don’t Students Do Homework? An Expectancy-Value Perspective (Poster 11)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Cognitive and Emotional Processes in Learning Environments

Abstract

Previous research shows that there is a positive relationship between homework and achievement, many students still choose not completing their assignments on time. Researchers have not taken a systematic approach to determine what are the most common reasons for students not turning in their homework. This information is important for educators in order to boost students’ homework completion. 452 high school students from a public school district in the southeastern United States participated in the study and the major goal of the present study was to use expectancy-value theory to examine how often do students turning their homework? What are the reasons for students not turning in their homework? And how do those reasons differ by years in school.

Authors

• Xinyu Liu, Florida State University

• Emily Quinn Rosenzweig, Teachers College, Columbia University