Individual and class-level factors for students’ management of homework environment: The self-regulation perspective

Xu, Jianzhong

doi:10.1007/s12144-021-02596-5

Cited by 3 publications

(2 citation statements)

References 83 publications

(187 reference statements)

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“…Moreover, EG students, compared to CG students, reported higher skills to manage their homework time, and reduced deficits in self-regulation which are usually observed in traditional homework settings. In addition to increasing the amount of homework that would eventually be completed and possibly improving the quality of homework completion (Xu, 2022a), this provision for active environmental control would optimize the self-management effort involved in studying (Dent & Koenka, 2016;Gebauer et al, 2019) and would be conducive to learning by increasing the chances of concentration during homework (Lens et al, 2008;Pintrich, 2000).…”

Section: Discussionmentioning

confidence: 99%

Effects of a homework implementation method (MITCA) on self-regulation of learning

Vieites,

Gonida,

Díaz-Freire

et al. 2024

Metacognition Learning

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The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In general, MITCA includes the assignment of diverse, concrete and valued by the students tasks which are completed on a weekly basis. We analyze the differences in self-regulation strategies in a sample of 533 fifth (n = 270) and sixth graders (n = 262) with an age range of 10–12 years old (47.5% boys and 52.5% girls), who were about equally distributed to an experimental and a control group. Trained teachers used MITCA to prescribe homework in the experimental group for twelve weeks. The students of the experimental group reported significantly higher time management and environmental management. However, there were no significant differences observed in other aspects of self-regulation, and the experimental group did not perceive a deficit in these areas. Our results indicate the effectiveness of MITCA on students’ self-regulation of learning and discussed in light of current theories and evidence in the field.

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Section: Discussionmentioning

confidence: 99%

Effects of a homework implementation method (MITCA) on self-regulation of learning

Vieites,

Gonida,

Díaz-Freire

et al. 2024

Metacognition Learning

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“…Previous studies have shown that quality homework can positively influence the learner's behavior and achievement (Trautwein et al, 2002(Trautwein et al, , 2006Lüdtke, 2007, 2009;Dettmers et al, 2010;Rosário et al, 2018). Moreover, a student's motivation to complete homework is positively related to its perceived quality (Trautwein et al, 2006;Trautwein and Lüdtke, 2007;Rosário et al, 2018;Xu et al, 2021;Xu, 2022). For example, Rosário et al (2018) found that when students perceive their homework to be high quality, they try harder, complete homework more often, perform better on assignments, and get higher grades in mathematics.…”

Section: Homeworkmentioning

confidence: 98%

“I feel enthusiastic, when the homework is done well”: teachers’ emotions related to homework and their antecedents

2023

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Emotions are an important factor influencing teaching behavior and teaching quality. Previous studies have primarily focused on teachers’ emotions in the classroom in general, rather than focusing on a specific aspect of teaching such as homework practice. Since emotions vary between situations, it can be assumed that teachers’ emotions also vary between the activities that teachers perform. In this study, we therefore focus on one specific teacher activity in our study, namely homework practice. We explore teachers’ emotions in homework practice and their antecedents. Methodologically, semi-structured interviews were conducted with 23 Swiss secondary school teachers teaching German and analysed using structuring qualitative content analysis. The results show that teachers experience a variety of positive and negative emotions related to homework practice, with positive emotions predominating. According to the teachers’ reflections, the antecedents of their emotions could be attributed to the context (e.g., conditions at home), teacher behavior and (inner) demands (e.g., perceived workload) and student behavior (e.g., learning progress). Implications for teacher education and training are discussed.

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The relationship between role modeling perceptions and self-regulation with gender, grade, and parents’ education levels as moderating variables

Karaca

Bektaş

2022

Curr Psychol

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Individual and class-level factors for students’ management of homework environment: The self-regulation perspective

Cited by 3 publications

References 83 publications

Effects of a homework implementation method (MITCA) on self-regulation of learning

Effects of a homework implementation method (MITCA) on self-regulation of learning

“I feel enthusiastic, when the homework is done well”: teachers’ emotions related to homework and their antecedents

The relationship between role modeling perceptions and self-regulation with gender, grade, and parents’ education levels as moderating variables

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