Predicting and Mediating the Effects of Elementary School Homework Type: From Teaching Style to Task Value

Author: Yi-Mei Lee(Department of Psychology and Counseling, National Taipei University of Education),Pei-Ying Chen(Department of Psychology and Counseling, National Taipei University of Education)

Vol.&No.：Vol. 55, No. 4
Date：December 2010
Pages：187-213
DOI：10.3966/2073753X2010125504007

Abstract：

The purpose of this study was to understand the homework type assigned by elementary teachers by analyzing there three task values that were mediators between teaching style and homework type. A total of 301 valid questionnaires, 76 males and 225 females, were received. Scales used in this study were “Teaching Style Scale”, “Homework Task Value Scale” , and “Homework Inventory Survey” to gather independent, mediation and dependent variables. Hierarchical regression analysis proved that the mediation function about task value. The results of this study indicated that: (1) Utility value was partly mediated between teaching style and knowledge & competence homework. (2) Interest value and cost were mediated between teaching style and character-education homework. (3) Utility value and cost were partly mediated between teaching style and statically operational homework. (4) Interest, utility value, and cost were partly mediated between teaching style and dynamically operational homework. But utility value had a negative relationship. Therefore, when teachers designed different styles of homework, they had different task valued. In the future, if we should enrich and diversify the homework, emphasize student life and competence, and consider parental contribution, we could increase the chance of dialogue, enhance communication, and increase imitation among teacher peers.

Keywords：mediator, task value, homework, teaching style

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