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Homework and stress : differences in experiences based on sex and diagnosis of learning disabilities

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Lisa Marie Petesch (Creator)
Institution
Western Carolina University (WCU )
Web Site: http://www.wcu.edu/404.asp
Advisor
Lori Unruh

Abstract: This study looked at differences in homework experiences (i.e., stress, problems, difficulty, and parental involvement) of fourth and fifth grades based on sex and diagnosis of learning disability. The differences in primary and secondary homework helper and their frustration and time spent on activities after school were also explored. Qualitative analyses were conducted for students with a learning disability and their parents, and MANOVA and Chi-square analyses were conducted for males and females without a learning disability and their mothers. Results indicated that males experience more stress during homework than females; males play more minutes of video games after school than females; and females read (not assigned as homework) after school more than males. No significant differences were found based on homework experiences (i.e., problems, difficulty, and parental involvement), primary and secondary homework helper and their frustration, and time spent on activities after school (i.e., homework, watching television, playing video games, reading, playing sports, and playing outside).

Additional Information

Publication
Other
Language: English
Date: 2011
Keywords
Elementary, Homework, Learning Disabilities, Stress
Subjects
Homework -- Psychological aspects
Learning disabled children -- Education (Elementary)
Sex differences in education
Education, Elementary -- Parent participation