Validation of Scores on the Homework Management Scale for Middle School Students

Xu, Jianzhong

doi:10.1086/592368

Cited by 47 publications

(76 citation statements)

References 44 publications

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“…Studies with American (Xu, 2008) and Chinese (Yang & Xu, 2015) samples of 11th graders demonstrated adequate reliability. In both samples, confirmatory factor analysis results provided empirical evidence for the five-factor structure.…”

Section: Introductionmentioning

confidence: 91%

“…One of these instruments is the Homework Management Scale (Xu, 2008;Yang & Xu, 2015), which is a self-report measure for high school students composed of 22 items distributed by five subscales: arranging environment, managing time, handling distraction, monitoring motivation and controlling emotion. Studies with American (Xu, 2008) and Chinese (Yang & Xu, 2015) samples of 11th graders demonstrated adequate reliability.…”

Section: Introductionmentioning

confidence: 99%

“…In both samples, confirmatory factor analysis results provided empirical evidence for the five-factor structure. Although invariance of this structure was demonstrated across calibration and validation samples (Xu, 2008), no invariance studies were conducted considering variables that play a role on self-regulation, such as gender. Studies focusing on gender differences in self-regulated learning found that girls are more self-regulated than boys (Xu & Corno, 2006), spend more time doing homework (Rosário, Mourão, Núñez, González-Pienda, & Valle, 2006), do a better behaviour regulation (Weis, Heikamp, & Trommsdorff, 2013) and take more initiative to manage their homework (Xu & Wu, 2013).…”

Section: Introductionmentioning

confidence: 99%

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

Cadime

Cruz

Silva

et al. 2017

Psicol. Refl. Crít.

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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.

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Cadime

Cruz

Silva

et al. 2017

Psicol. Refl. Crít.

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“…The data were collected through "Homework Attitudes Scale" developed by Gündüz (2005), Kolb's Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), "Homework Purpose Scale" (Xu, 2010(Xu, , 2010a(Xu, , 2011, "Homework Management Scale" (Xu, 2008(Xu, , 2008a adapted and "Personal Information Form" developed by the researcher. No instruments were used to measure students' academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…Homework Management Scale [Homework Management Scale (HMS;Xu, 2008Xu, , 2008a]: Homework management scale developed by Xu and Corno (2003) consists of 22 items in which students are asked to respond on a 5-point likert scale items (1) never, (2) rarely, (3) sometimes, (4) often, (5) always to the six homework management strategies called arranging environment, managing time, handling distraction, monitoring motivation, focusing, and controlling emotion. The scale has 6 sub-scales: "Arranging Environment, 5-item sub-scale for example, "I find a quiet place", "Managing Time", 4-item sub-scale for example, "I set priority and plan ahead", "Handling Distraction", 5-item sub-scale, for example "I get busy with other things (e.g.…”

Section: Data Collection Toolsmentioning

confidence: 99%

An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

Saban

2016

ESJ

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The purpose of this study is to identify the relationship between students' views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through "Homework Attitudes Scale" developed by Gündüz (2005), Kolb's Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), "Homework Purpose Scale", "Homework Management Scale" and "Personal Information Form" developed by the researcher. No instruments were used to measure students' academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style. European Scientific Journal March 2016 edition vol.12, No.7 ISSN: 1857 -7881 (Print) e -ISSN 1857 48 Keywords: Homework, homework preferences, learning styles, prospective teachers IntroductionStudents are given homework by teachers almost in all grade levels with the purpose of expanding information and experiences learned at school or making them permanent. This behaviour of teachers can be explained with the understanding which is dominant in our country and in the world and which gives importance to a student-centred approach instead of teachercentred, willingness instead of forcing, and importance of studying from various sources instead of from one source. Due to qualitative and quantitative deficiencies in the education system of our country, it is not easy for students to demonstrate high-level behaviours expected from them. Therefore, homework is an educational activity which is adopted and implemented both in our country and in the world with a view to supplementing the course and leading students search about a topic.Homework is an important learning activity which can be done in relation to th...

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Interplay of teacher feedback, parental involvement and peer support on homework engagement of students

Bas,

2024

British Educational Res J

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The purpose of the present research was to examine the interplay between teacher feedback, parental involvement and peer support and on homework engagement of students. The research adopted correlation research model, and the participants of the research were students (n = 450) in the central region of Turkey. In the research, ‘Teacher Feedback in Homework Scale’, ‘Parental Involvement in Homework Scale’, ‘Peer Support in Homework Scale’ and ‘Homework Engagement Scale’ were used as data collection instruments. For the analyses, Pearson product–moment correlation and hierarchical multiple regression analyses were performed. The results showed that all research variables have a positive significant correlation with each other. Also, the analysis indicated that teacher feedback, parental involvement and peer support predicted homework engagement of students significantly.

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Validation of Scores on the Homework Management Scale for Middle School Students

Cited by 47 publications

References 44 publications

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

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

An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

Interplay of teacher feedback, parental involvement and peer support on homework engagement of students

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