Homework involvement and motivation in elementary school students according to academic achievement and grade

Abstract

This paper analyzes statistically significant differences in some motivational and involvement in homework variables, depending on the course and the level of academic achievement. The sample consists of 535 participants of 4th, 5th and 6th Primary Education (from 9-13 years old). According to the academic performance, the results of this research indicate that students with higher academic achievement do more homework, manage better the time spent on them, perceive them more useful and even they are more motivated intrinsically toward them. Regarding the grade level, the results show that the attitude toward homework and intrinsic motivation and interest for homework decline as students advance to higher grade levels. Also as they advance, they spend more time doing homework and the time management becomes increasingly worse.