Homework self-regulation strategies: a gender and educational-level invariance analysis

Abstract

This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework selfregulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions: planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted.

Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

“…Iako učenice pokazuju blagu prednost u sedmom razredu s obzirom na strategije učenja u odnosu na učenike, ova se razlika nije pokazala statistički značajnom. Time nisu potvrđene pretpostavke o boljim strategijama učenja i samoregulaciji kod učenica niti su potvrđena dosadašnja istraživanja u kojima djevojčice i djevojke pokazuju bolje strategije učenja (Bidjerano, 2005;Cadime, Cruz, Silva i Ribeiro, 2017). Međutim, u nekim je radovima, u kojima su upitnici korišteni na općenitoj razini s obzirom na sve predmete, pronađena razlika u strategijama učenja u korist muških učenika (Niemivirta, 1997).…”

Teaching To Work With Linear Texts Is A Way Of Doing Homework

“…This issue is especially pressing when schoolchildren do their schoolwork at home. Their activities are described as "schoolchildren's independent extracurricular educational activities, designed and accompanied by a teacher in order to achieve the planned results in learning" (Uskova, 2019, p. 43), when children have to achieve mastery of courses presented in the form of text, thereby preparing for lessons at school (Cadime, Cruz, Silva, & Ribeiro, 2017;Göllner et al, 2017;Mora & Escardibul, 2018;Núñez et al, 2017).…”

Relationship between Gender, Year Levels, Assignment Completion and Academic Achievement for College Students

“…In previous studies, the researchers investigated assignment aspects for middle and high school, including how many assignments were completed, and the amount of time spent on assignments. The results show that students finishing assignments are likely to achieve high academic performance (Bembenuty & Zimerman 2003;Cadime, Cruz, Silva, & Ribeiro 2017;Falch & Rønning, 2012;Núñez et al 2014Núñez et al , 2015cPlanchard, Daniel, Maroo, Mishra, & McLean 2015;Rosário et al 2015a;Valle et al 2016;Xu, Fan, Du, & He 2017). Specifically, novice students with lower performance considerably improved academic attainment (Grodner & Rupp 2013).…”

“…Specifically, novice students with lower performance considerably improved academic attainment (Grodner & Rupp 2013). Recent research has also revealed the reason for students completing assignment is that they want to get higher grades , and the more assignments students do, the better they do on exams (Cadime et al 2017;Núñez, Fernández, Rosário, & Epstein 2015). Moreover, doing assignments encourages students to manage their time and environment, take responsibility, and seek help from other people or sources (Xu 2010(Xu , 2011(Xu , 2014.…”