Chemistry homework help
Chemistry homework help: My conceptual model of homework Performance is presented in Figure 1.1. The conceptual components of homework performance may be divided into two categories, motivation and preference. The first category, motivation, postulates the source and strength of the motives that explain the initial activation of the process of doing the required homework assignments. This category offers possible answers to the most basic questions: Why do learners comply at all with the teacher’s request that they do their homework and with the instructions about how to do them? What influences whether or not a learner will start and willingly perform homework? The second category, preference, influences the degree to which the learner will proceed and continue homework efforts until finished. What are the intrapersonal and interpersonal preferences of the individual about how, where, when, and with whom to do homework? The match of the demand characteristics of the homework assignments themselves, as determined by the teacher, with the level of motivation and the pattern of interpersonal and intrapersonal preferences of the learner doing the homework determines whether the goals of homework will be accomplished.
Chemistry homework help: The category of motivation in the homework Performance model may be further divided into two subcategories, sources and strength. Three sources of motivation to perform homework are formulated. A learner may be self-motivated, parent-motivated, and/or teacher-motivated. These three components are not mutually exclusive. A learner’s motivation to perform homework may be influenced by one, two, or three sources in degrees.
1) Self-motivated refers to an individual’s personal and intrinsic willingness to learn at home.
(2) Parent-motivated refers to the efforts of learners to do their homework in order to satisfy their parents.
Chemistry homework help: The degree to which parents motivate their children to do homework is frequently a consequence of parental intervention and involvement. Parents who demonstrate interest in homework, offer reasonable help as required, and provide appropriate rewards and reinforcement for consistent and successful homework performance, can increase motivation to do homework. Conversely, parents who give no attention to homework performance and give the impression that they do not consider it important can lower homework motivation. Finally, parents who are over-involved with their children’s homework may produce a conflict situation that negatively affects the parent–child relationship as well as the child’s homework motivation (Chemistry homework help).
(3) Teacher-motivated refers to students devoting time and effort to the homework tasks in order to satisfy their teachers. High motivation to perform homework may reflect the overall teacher–pupil relationship. If the relationship is highly positive in a variety of ways, doing the homework that that teacher assigns is one way to express regard and respect for the teacher and to earn the respect of the teacher. Conversely, teachers may be responsible for low motivation to perform homework (Chemistry homework help).
