Internal consistency estimates (Cronbach's alpha) for the Homework Motivation and Preference Questionnaire (HMPQ) subscale scores ranged from .59 to .84 ([mdn] = .69) for Grade 5, from .62 to .87 (mdn = .70) for Grade 6, from .59 to .88 (mdn = .70) for Grade 7, and from .63 to .87 (mdn = .77) for Grade 8.
Principal component analyses with direct oblimin rotation were conducted to examine the structural integrity of the HMPQ scores in each grade.
Eight items that assessed participants' perceived homework achievement (four items) and attitudes (four items) were interspersed in the HMPQ (see Table 2 for item examples).
Students completed a demographic sheet and the HMPQ with no time limits.
To increase awareness of individual differences in students' learning preferences and of their own preferences about learning, the counselors can use the HMPQ in a staff development session.
The staff development session may include the following: (a) introducing various learning style models (e.g., Dunn & Dunn, 1992, 1993; Gregorc, 1982; Kolb, 1984) and the current homework model to enhance staff's knowledge about individual differences in learning preferences in school and home learning situations; (b) discussing the relationship between homework and school success; (c) completing the HMPQ by the staff; (d) explaining each component of the HMPQ, learning briefly how scoring is done, and scoring their own homework motivation and preference (a large number of completed HMPQ can be machine-scored); and (e) presenting strategies for homework accommodation using homework motivation and preference information.
In particular, classroom teachers can appreciate learning about the specific HMPQ components in which the teacher can have major influence on homework assignments (e.g., recognition of teacher-motivated students; structure of homework; projects that accommodate various perceptual strengths).