Homework, Self-Regulated Learning and Math Achievement

Homework is a well known teaching strategy in schools all over the world. Although most studies privilege time spent on homework as a measure to evaluate homework effects on achievement new literature approach perspectives suggest the need to study other variables involved in the homework process. Focusing on Math's domain, the present paper analyses the impact of motivational variables (e.g., self-efficacy and self-regulated learning) on Portuguese elementary school students' (aged 10 and 11) achievement. The impact of some homework variables (e.g., effort on homework, perceived utility of homework tasks) on the taken motivational variables is also addressed and analyzed. Data confirm that students' Math achievement is influenced by the motivational variables taken in the study and that these, on their turn, are influenced by the homework variables, thus stressing their important role in the promotion of students' school success. Teaching implications are also discussed.