Individual and Class-Level Factors for Students' Management of Homework Environment: The Self-Regulation Perspective

• In Event: Innovative Approaches to Support Autonomous Learning

Abstract

Informed by the self-regulation perspective, our study investigated six clusters of variables correlated with students’ management of homework environment involving 3,018 8th graders. These clusters of variables included: background variables, homework characteristics, adult monitoring, task utility, goal orientations, and contextual control. At the individual level, management of homework environment was significantly associated with at least one variable from each of the six clusters. Specifically, it was associated negatively with time spent with TV, and positively with prior achievement, homework interest, homework quality, family help, teacher feedback, academic purpose, self-regulatory purpose, mastery-approach, and help seeking. Additionally, males managed the homework environment less frequently than females. Finally, management of homework environment was related positively to perceived homework quality at the class level.

Authors

• Ruiping Yuan, Mississippi State University

• Jianzhong Xu, Mississippi State University

• Fuyi Yang

• Ha Nguyen, Mississippi State University

• Katerina Sergi, Mississippi State University