[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594624-105":59,"doc-detail-594624-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","homework-motivation-and-academic-achievement-in-a-college-genetics-course","Homework, Motivation, and Academic Achievement in a College Genetics Course","","A mixed methods study examines how college students’ motivation relates to homework completion and academic achievement in an upper-level genetics course. Data include an open-ended questionnaire, homework grades and completion reports, and exam scores to assess perceived motivating and demotivating factors. Results show no significant effect of credit or extra credit on homework completion, while reinforcement of content increases completion. The study also finds self-reported motivation and actual completion rates can diverge, and that study style, conscientiousness, intelligence, attitude, time commitment, and assignment complexity affect homework completion and achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/homework-motivation-and-academic-achievement-in-a-college-genetics-course/594624/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/homework-motivation-and-academic-achievement-in-a-college-genetics-course/594624.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data sources were used to study motivation, homework completion, and achievement?","Question",{"text":112,"@type":113},"The study used an open-ended questionnaire, homework grades and completion reports, and exam scores to measure perceived motivating/demotivating factors and compare them with completion and achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Does credit or extra credit motivate students to complete homework in this course?",{"text":117,"@type":113},"No. The study found no significant homework completion differences when considering credit or extra credit as a motivating factor.",{"name":119,"@type":110,"acceptedAnswer":120},"How did students’ motivation relate to their actual homework completion?",{"text":121,"@type":113},"Student reports showed more homework completion when reinforcement of content was motivating; however, discrepancies existed between students’ reported motivation and actual completion rates.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594624,1792172270,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Homework, Motivation, and Academic Achievement in a College Genetics Course Matthew Planchard1, Kristy L. Daniel2, Jill Maroo3, Chandrani Mishra1 & Tim McLean4  \n1 Department of Biological Sciences, The University of Southern Mississippi  \n2 Department of Biology, Texas State University  \n3 Department of Biology, University of Northern Iowa  \n4 Department of Ecology and Evolutionary Biology, Tulane University  \n[Corresponding Author: Kristydaniel@txstate.edu](Corresponding Author: Kristydaniel@txstate.edu)  \nAbstract: We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived motivating/demotivating factors and then tested these factors for correlation with homework completion and academic achievement. We found no significance in homework completion when considering credit or extra credit as a motivating factor. According to student reports they completed significantly more homework when considering reinforcement of content as a motivating factor. However, we found discrepancies between students’ reported motivation and actual completion rates. Self-reported study style, selfperceived conscientiousness, intelligence, attitude, time commitments, and complexity of assignments had significant impacts on whether or not students completed homework assignments and impacted students’ academic achievement. Overall, we found a positive relationship between homework completion and academic achievement within this upper-level college genetics course and provide implications for increasing student motivation.  \nKeywords: academic achievement; college student performance; genetics education; homework; motivation  \nINTRODUCTION  \nHomework is a well-established aspect of academic life. However, students sometimes question its validity and usefulness. As such, homework has often been the focus of academic researchers, who, responding to the concerns of students, parents, and teachers, have investigated the utility of homework atthe K-12 level (Cooper et al., 1998; Cooper et al., 2006; Trautwein et al., 2006) . Although there are some studies that highlight the benefits of homework completion among college students (Emerson & Mencken, 2011; Grodner & Rupp, 2013; Ramdass & Zimmerman, 2011; Trost & Salehi-Isfahani, 2012), further research into its utility at the college level is needed. This is especially true given the current push toward developing “flipped” classrooms. At the K-12 level, research shows that when students do not complete homework assignments, academic achievement is not beneficially affected (Cooper et al., 1998) . Therefore, we think that it is important to understand why students do or do not complete their homework. We define homework as any academic, course-related task assigned by the instructor intended for students to carry out during non-class hours. Furthermore, we define academic achievement as the grade a student receives, either for a course or for a specific assignment. Previous studies performed  \nat the college level suggest that credit and extra credit are strong motivators for homework completion (Carkenord, 1994; Ryan & Hemmes, 2005) . Student characteristics may also influence homework completion and academic achievement (Trautwein et al., 2006) . Some characteristics that are known to influence academic achievement include intelligence, conscientiousness, attitude, and study style (Busato et al., 2000; Laidra et al., 2007). Knowing why students do homework and how doing homework influences academic achievement can help instructors structure assignments to maximize completion, help students recognize and overcome demotivating factors, and provide evidence for the value of including homework assignments in college level cur","cbCainmNlvCSbJnG","https://ap.wps.com/l/cbCainmNlvCSbJnG","pdf",519936,"English","# Introduction\n# Theoretical Framework\n# Literature Review","[{\"question\":\"What data sources were used to study motivation, homework completion, and achievement?\",\"answer\":\"The study used an open-ended questionnaire, homework grades and completion reports, and exam scores to measure perceived motivating/demotivating factors and compare them with completion and achievement.\"},{\"question\":\"Does credit or extra credit motivate students to complete homework in this course?\",\"answer\":\"No. The study found no significant homework completion differences when considering credit or extra credit as a motivating factor.\"},{\"question\":\"How did students’ motivation relate to their actual homework completion?\",\"answer\":\"Student reports showed more homework completion when reinforcement of content was motivating; however, discrepancies existed between students’ reported motivation and actual completion rates.\"}]","Homework, Motivation, and Academic Achievement in a College Genetics Course | PDF",1792079512]