Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level

Autor/inn/en	Xu, Jianzhong; Wu, Hongyun
Titel	Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level
Quelle	In: Journal of Educational Research, 106 (2013) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.658457
Schlagwörter	Homework; Self Management; Secondary School Students; Grade 8; Affective Behavior; Student Attitudes; Grades (Scholastic); Teacher Student Relationship; Feedback (Response); Correlation; Television Viewing; Gender Differences; Surveys + Suchen Sie Ihr Suchwort? Hausaufgabe; Selbstmanagement; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Notenspiegel; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Fernsehkonsum; Geschlechterkonflikt; Survey; Umfrage; Befragung
Abstract	The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10