Abstract
Introduction. The issue of homework is one of the most acute and relevant for modern schoolchildren, as well as for their parents and teachers. While educators do not doubt the benefits of homework to improve learning skills and foster independence, students often respond with reluctance to complete it. In Russian psychology, there is a lack of diagnostic tools for assessing different types of homework motivation. The aim of this study was to develop a new diagnostic instrument for assessing homework motivation among students in grades 3-11 of secondary schools.
Methods. The proposed Homework Motivation Questionnaire (HMQ) assesses three characteristic types of motivation – autonomous motivation, introjected motivation, and external motivation; the theoretical foundation of the questionnaire is Self-Determination Theory. To test the validity of the questionnaire on a large sample of students from elementary, middle, and high school (N=1854), measures of satisfaction of basic psychological needs at school, academic performance, perseverance, as well as satisfaction with school, teachers, family, and self were used.
Results. Analysis of the factor structure and psychometric properties of the questionnaire showed that it is characterized by acceptable indices of internal consistency and a factor structure consistent with theoretical expectations. The validity of the scales is confirmed by correlations with indicators of basic needs satisfaction at school and life satisfaction. The importance of autonomous motivation for perseverance and academic achievement is demonstrated, as well as the dynamics of the three types of homework motivation from elementary to middle and high school among students in mainstream schools.
Discussion. A new compact homework motivation scale has been developed, which can be useful both for further research on the role of psychological predictors of homework perseverance and in the practical work of school psychologists to identify adolescents at risk of low academic performance.
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