The Motivational Benefits of Homework

A Social-Cognitive Perspective

Bibliographic Data

ID4255294
AuthorsJanine Bempechat (0000-0003-0554-7534, corresponding author)
Year2004
Volume43
Issue3
Pages189-196
Publication date2004-08-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1353/tip.2004.0029
OpenAlexW4255554980
LanguageEN
Citations received30
References cited27

This article argues that, as a pedagogical practice, homework plays a critical, long-term role in the development of children's achievement motivation. Homework provides children with time and experience to develop positive beliefs about achievement, as well as strategies for coping with mistakes, difficulties, and setbacks. This article reviews current research on achievement motivation and examines the ways parents and teachers encourage or inhibit the development of adaptive beliefs about learning. It then integrates the literature on homework and achievement motivation and shows that homework's motivational benefits, while not named as such, have been in evidence for some time. Finally, the article argues that homework is a vital means by which children can receive the training they need to become mature learners

Academic achievement · Cognition · Coping (psychology · Developmental psychology · Goal theory · Mathematics education · Need for achievement · Pedagogy · Perspective (graphical · Psychotherapist · Student achievement · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Education and Technology Integration · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology

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