Development and Validation of Science Homework Scale for Middle-School Students

Autor/inn/en	Tas, Yasemin; Sungur, Semra; Oztekin, Ceren
Titel	Development and Validation of Science Homework Scale for Middle-School Students
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 3, S.417-444 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9582-5
Schlagwörter	Middle School Students; Homework; Student Attitudes; Teaching Methods; Self Management; Feedback (Response); Goal Orientation; Learning Strategies; Time Management; Grade 7; Factor Analysis; Factor Structure; Goodness of Fit; Test Construction; Test Validity; Test Reliability; Secondary School Science; Science Instruction; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hausaufgabe; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeitmanagement; School year 07; 7. Schuljahr; Schuljahr 07; Faktorenanalyse; Faktorenstruktur; Testaufbau; Testvalidität; Testreliabilität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses middle-school (grades 6-8) students' perceptions of teachers' homework practices and homework self-regulation in science. Students' perceptions of teachers' homework practices included homework quality and feedback on homework while students' homework self-regulation consisted of homework goal orientations (i.e. mastery, performance, and work-avoidance), homework strategy use (i.e. deep learning and management), and homework procrastination; 3 studies were conducted with 7th-grade Turkish students. In study 1 (n = 618), the data were analyzed through exploratory factor analyses. In study 2 (n = 758), in order to test the hypothesized factor structure, the data were subjected to confirmatory factor analyses (CFAs). Goodness-of-fit indices indicated good model fit and Cronbach alpha reliabilities of subscales ranged from 0.77 to 0.96. Additionally, multi-group CFAs supported factorial invariance of SHS across boys and girls. In the 3rd study (n = 8318), CFA results supported 8-factor structure. Next, a homework model which suggested relationships among students' perceptions of teachers' homework practices, homework self-regulation, and achievement was proposed. Hierarchical linear modeling (HLM) analyses results revealed that students' perceptions of homework quality and feedback on homework were associated with homework self-regulation components which in turn related to science achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01