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Related Experiment Videos

Homework: a cross-cultural examination.

C S Chen1, H W Stevenson

  • 1Center for Human Growth and Development, University of Michigan, Ann Arbor 48109-0406.

Child Development
|June 1, 1989
PubMed
Summary
This summary is machine-generated.

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Chinese, Japanese, and American children show distinct homework patterns and attitudes. Chinese students spent more time on homework and received more family help, reporting more positive attitudes compared to American students.

Area of Science:

  • Cross-cultural psychology
  • Educational psychology
  • Comparative education

Background:

  • Homework practices and attitudes vary significantly across cultures.
  • Understanding these differences is crucial for educational development and student well-being.

Purpose of the Study:

  • To investigate cultural variations in homework time, parental involvement, and attitudes among elementary school children.
  • To explore the relationship between homework, parental assistance, and academic achievement across different cultural contexts.

Main Methods:

  • Interviews with over 3,500 elementary school children, mothers, and teachers.
  • Data collected from children in Beijing, Chicago, Minneapolis, Sendai (Japan), and Taipei.
  • Comparative analysis of homework load, time spent, parental help, and attitudes.

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Main Results:

  • Chinese children had the most homework and spent the most time, followed by Japanese, then American children.
  • Chinese children received significantly more homework assistance from family members.
  • Chinese children exhibited more positive homework attitudes than American children, with Japanese children falling in between.

Conclusions:

  • Cultural norms strongly influence homework allocation, completion time, and parental engagement.
  • Homework attitudes are culturally moderated and linked to academic expectations.
  • Cross-cultural research provides valuable insights into optimizing homework strategies globally.