They concluded, as a consequence, that "older Chinese students perceived homework as less useful, enjoyed doing homework less, expended less effort, persisted less, and engaged in planning and self-checking less than did younger students" (Hong et al., 2009, p. 274).
It is interesting that students in both sections perceived the homework assignments to be difficult and less beneficial to their learning than the activities done in class, regardless of whether the homework comprised content attainment or concept application.
Empirical studies have linked excessive homework to sleep disruption, indicating a negative relationship between the amount of homework, perceived stress and physical health.
Moreover, all of the reviewed instruments are self-report measures and, as Xu (2008) indicates, "there is a need to incorporate other measures of homework behaviors over time (e.g., student's homework behaviors as recorded and perceived by their teachers and their parents) to complement students' self-reports" (p. 320) in order to have a more complete and reliable understanding of this issue.
Until week 8, parents and physicians rated the perceived difficulties as being most pronounced during homework.
Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control.
One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school.
This item might show stronger associations with patients' expectations as it captures perceived effort instead of the specific type and number of performed homework exercises.
The process evaluation measures: the population characteristics reached; protocol adherence by facilitators; protocol adherence by participants (engagement in exposure and homework); opinions about the programme of participants and facilitators; perceived benefits and achievements; and experienced barriers.
From this succession of activities, Ashlyn may have framed the latter part of the classroom activity and/or the homework as introducing an equation for its own sake, an equation she perceived the course as emphasizing.
