Gender and Homework Management Reported by African American Students

Autor/in	Xu, Jianzhong
Titel	Gender and Homework Management Reported by African American Students
Quelle	In: Educational Psychology, 30 (2010) 7, S.755-770 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	African American Students; Homework; Gender Differences; Grade 8; Grade 11; Measures (Individuals); Student Motivation; Assignments; Self Management; Metacognition; Instructional Program Divisions; Multivariate Analysis + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hausaufgabe; Geschlechterkonflikt; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Messdaten; Schulische Motivation; Assignment; Auftrag; Zuweisung; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse
Abstract	The present study linked gender and grade level to homework management strategies and homework completion behaviours. The participants were 685 African American students in the south-eastern USA, including 370 eighth graders and 315 eleventh graders. Gender appeared related to the majority of homework measures examined in the present study. Specifically, compared with boys, girls reported more frequently working to manage their workspace, monitor motivation and control negative emotion. In addition, girls reported that they were more likely to complete their assigned homework and were less likely to come to class without their homework. On the other hand, grade level (eighth graders vs. 11th graders) did not relate to homework management strategies and homework completion behaviours. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10