Peer reviewed
Direct linkERIC Number: EJ1252938
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Self-Regulation of Homework Behaviour: Relating Grade, Gender, and Achievement to Homework Management
Yang, Fuyi; Tu, Menglu
Educational Psychology, v40 n4 p392-408 2020
The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.
Descriptors: Self Management, Homework, Gender Differences, Foreign Countries, Time Management, Self Control, Emotional Response, Mathematics Achievement, Middle School Students, Positive Attitudes, Self Motivation, Physical Environment, High Achievement, Low Achievement, Cultural Influences, Asian Culture, Grade 7, Grade 8, Grade 9
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
