Annotated Bibliography
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
- Flipped classrooms allow students to do the preparatory work ahead of the class, easing the cognitive load via a self-paced study process. Thus, it might decrease the homework load significantly since most of the work will be done in class.
Bembenutty, Héfer, and Marie C. White."Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences 24 (2013): 83-88.
- Homework and self-regulation increase the academic success of students, thereby increasing their motivation to do the homework.
Calderwood, C., Ackerman, P. L., & Conklin, E. M. (2014). What else do college students “do” while studying? An investigation of multitasking. Computers & Education, 75, 19-29.
- The longer students study for or do work for, the more likely they will be distracted and less effective.
Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of educational psychology, 90(1), 70.
- Class grades, for lower grades, were predicted only by standardized test scores and the proportion of homework completed by students. Thus, the more homework students do, the higher mark they will get.
Hong, E., Milgram, R. M., & Rowell, L. L. (2004). Homework motivation and preference: A learner-centered homework approach. Theory into practice, 43(3), 197-204.
- Homework can be damaging to the development of students however when implemented properly they can be an effective tool to assess and help with students learning process.
Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2017). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Contemporary educational psychology, 48, 1-15.
- Students who have experienced the benefits of completing homework in a proper manner will be more likely and motivated to do homework.
Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376-396.
- Different types of parental involvement in homework can affect student’s motivation to do the homework.
Hancock, D. R. (2002). Influencing graduate students' classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44(1), 83-95.
- If students are exposed to verbal praise by the teacher, they are more motivated and spend more time on their homework.
Katz, I., Kaplan, A., & Buzukashvily, T. (2011). The role of parents' motivation in students' autonomous motivation for doing homework. Learning and Individual Differences, 21(4), 376-386.
- Parents involvement in their children's homework and parents motivation will affect students motivation towards homework.
Katz, I., Kaplan, A., & Gueta, G. (2009). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78(2), 246-267.
- Teacher support for those students with a higher need will be much more profound than the same level of support for students with less need.
Pascarella, A. M. (2004, April). The influence of web-based homework on quantitative problem-solving in a university physics class. In Proc. NARST Annual Meeting.
- Different types of homework will affect students ability to either guess or think through a homework question.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.
- Homework motivation varied primarily as a function as the students shared perception of homework quality and control.
Urhahne, D. (2015). Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion. Teaching and Teacher Education, 45, 73-82.
- Students underestimated (by teacher) in test performance showed lower motivation and emotion than students overestimated in test performance.
Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy.
- Students with higher test scores show an improved behaviour =, specifically in the reduction in absenteeism.
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.
- Students with teachers who showed high mastery of their subject were more motivated to do their homework.
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers' motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1-11.
- If teachers are highly motivated, it is more likely to give out innovative forms of assessment and are less reliant on the mundane ways of giving homework.
