In a recent study Milgram, Dunn, and Price (1993) compared the learning styles of approximately 6,000 children in Grades 7 through 12 in the following nine countries: the United States, Israel, Brazil, Canada, Korea, Guatemala, Philippines, Egypt, and Greece. They found clear, cross-cultural, in-school learning style differences in adolescents among the cultures studied. Price and Milgram (1993) summarized and interpreted the intricate findings on the specific differences of preferences among these nine cultures. Based on the findings of Hong, Milgram, and Perkins (1995) and Perkins and Milgram (1996) on the relationship between inschool and out-of-school learning styles, it seemed reasonable to expect that there would be cross-cultural differences in homework preferences similar to those obtained for in-school learning style preferences. In this chapter, we first present the findings on cultural and gender differences in homework motivation and preference. Then we discuss research findings on developmental changes in homework motivation and preference.
We investigated the cultural influence on students’ homework motivation and preference in 273 U.S., 219 Korean, and 244 Hong Kong seventh-grade students. The research participants were 379 males and 357 females. Cultural differences in preferred actual homework styles were investigated in all three countries.