Homework Emotion Management Reported by High School Students.
2005; Academic Development Institute; Volume: 15; Issue: 2 Linguagem: Inglês
ISSN
1059-308X
Autores Tópico(s)Early Childhood Education and Development
ResumoAbstract This article links student and family characteristics, along with perceived purposes for doing homework, to homework emotion management as reported by 205 high school students in grades 9-10. The results revealed that adolescents' management of their emotions was not related to grade level and amount of parental education. However, girls and students who received family help reported more frequently monitoring and controlling their emotions. In addition, intrinsic reasons and extrinsic reasons for doing homework accounted for an additional, significant percentage of the variance in homework emotion management, with higher levels of intrinsic and extrinsic reasons being positively associated with more frequent use of homework emotion management strategies. Key Words: homework, emotion, high school students, intrinsic/extrinsic motivation, family involvement, coping Every night, million of parents and kids shed blood, sweat and tears over the kitchen table. -Sharon Begley, 1998 Homework is viewed as source of complaint and friction between home and school more often than other teaching activity (Cooper, 2001, p. ix). Indeed, for many children, doing homework becomes an emotionally charged event. This ranges from generally negative emotional states children experience while doing homework (Leone & Richards, 1989; Verma, Sharma, & Larson, 2002) to situations where they feel so frustrated with assignments, themselves, their parents, and/or their teachers that they stopped working entirely for the night (Begley, 1998; Corno & Xu, 2004; Ratnesar, 1999; Xu & Corno, 1998). As repeated negative experiences can turn children off, or even prematurely burn them out (Corno & Xu, 2004, p. 232), there is a need to pay attention to emotional coping during homework. Several studies have examined the role of family homework help (Xu, 2004; Xu & Corno, 1998; 2003) and gender (Xu & Corno, in press) on middle school students' efforts to control negative emotions while doing homework. Yet, no data were available from these studies about whether the use of homework emotion management strategies was influenced by student attitudes toward homework, especially at the high school level. The present study has linked student and family characteristics, along with purposes for doing homework as perceived by high school students, to their efforts to monitor and control negative emotions during homework sessions. This line of research is important, as students' personal investment in controlling negative emotions may be influenced by their perceived purposes for doing homework. Such an examination is particularly important at the high school level, for as students grow older their attitudes about homework play an increasingly important role in their homework behavior (Cooper, Lindsay, Nye, & Greathouse, 1998). Consequently, there is a critical need to examine how a combination of these influences may affect the use of homework emotion management strategies. Related Research The present investigation was informed by three lines of related research: (a) research that examines students' emotional states while doing homework, (b) research that examines the influences of student and family characteristics on student effort to cope with negative emotions, and (c) research that links student attitudes toward homework and their homework behavior. Emotional States During Homework The first line of research finds that children, across a range of socioeconomic backgrounds, continue to experience negative emotional states while doing homework well into the middle school years. Xu and Corno (1998) conducted qualitative case studies of families doing third-grade homework to take a close look at the dynamics of homework. Participants were six third-grade children from one public school in New York City, along with their parents who volunteered for the study. …
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