Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level

被引:50
|
作者
Xu, Jianzhong [1 ]
Wu, Hongyun [2 ]
机构
[1] Mississippi State Univ, Dept Leadership & Fdn, Mississippi State, MS 39762 USA
[2] Suzhou Univ Sci & Technol, Dept Psychol, Suzhou, Peoples R China
来源
JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 106卷 / 01期
关键词
homework; secondary school students; self-regulated learning; EXPECTANCY-VALUE THEORY; ACADEMIC-ACHIEVEMENT; MEDIATING ROLE; MIDDLE; STUDENTS; MOTIVATION; VOLITION; EFFICACY; GENDER; WORK;
D O I
10.1080/00220671.2012.658457
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments.
引用
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页码:1 / 13
页数:13
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