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Abstract
Studies demonstrated homework is crucial for students’ academic success, but students still struggle to complete it. The present study aimed to provide a systematic approach to exploring motivational factors reported by high school students for not completing homework, using a lens of situated expectancy-value theory. 526 high school students were surveyed about how often they turned in their homework, why they did not turn in their homework. They also completed an open-ended question about what they thought their teachers should know about their motivation for finishing schoolwork. Results indicated that only a third of students completed all of their homework consistently. The main reasons for not completing homework were related to perceived cost. Motivations did not differ by school year except those related to competence-related beliefs. Open-ended responses from students indicated that educators should consider reducing the workload, providing both physical and psychological support, and offering more “student-centered” help.