Homework behavior from the perspective of self-regulation

This article focuses on the evaluation of homework behaviour of 8th grade high school students from the perspective of self-regulated learning. For this purpose, the extracurricular teaming behaviour was analysed by means of process data collected daily over seven weeks and afterwards, the adequacy of the underlying process model of self regulation (Schmitz, 2001; Schmitz & Wiese, 2006) was verified. The results provide evidence for the adequacy of the process model of self regulation for the extracurricular context. Furthermore, the;process survey led to precise and exact information about specific aspects of self-regulation regarding the extracurricular learning behaviour. In this connection, this article addresses in particular, emotion at learning and learning time (the average learning time, the process of preparation for a class test, the relationship between starting time of homework and the effectiveness of learning).