College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

By Anastasia Kitsantas, B. Zimmerman. 2009

212 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/03a6d2a772026fd134382dc2fe11ceaff0ec3082

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Anne Roth
2. Sabine Ogrin
3. A. Winsler
4. Bernhard Schmitz
5. Frances L. Van Voorhis
6. C. Walter
7. Jordan Thibodeaux
8. Aaron Deutsch

In Education

1. Anastasia Kitsantas
2. Herbert W. Ware
3. Jehanzeb R. Cheema
4. Anne Roth
5. Sabine Ogrin
6. Frances L. Van Voorhis
7. A. Winsler
8. J. Suárez‐Álvarez

In Sociology and Political Science

1. Frances L. Van Voorhis
2. A. Winsler
3. J. Suárez‐Álvarez
4. Rubén Fernández-Alonso
5. Bernhard Schmitz
6. Anastasia Kitsantas
7. Sabine Ogrin
8. José Muñiz

Citations in the corpus

• Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “worth highlighting Klapper’s (2005) reflections on the teaching of German grammar at university level in this context.”
• Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “The constructs observed in the present study (self-efficacy, goal orientation, intrinsic/extrinsic motivation) have been found to be amenable to change through systematic self-regulatory interventions (Kitsantas & Zimmerman, 2009; Zimmerman & Schunk, 2008).”
• First-Year College Students’ Time Use (2017, background): “The theory posits that achievement of a goal is based on the belief that one possesses the skills required to achieve suitable performance (i.e., self-efficacy; Kitsantas, 2002; Kitsantas & Zimmerman, 2009).”
• Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments (2016, background): “2012), which is operationalized as the self-assessed capability to self-regulate various forms of academic learning such as studying and test preparation (Kitsantas and Zimmerman 2009).”
• Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “Past research has associated completion of homework with student reports of high self-efficacy beliefs and use of self-regulatory processes with the latter variable playing an especially important role in academic achievement (Bembenutty & Zimmerman, 2003; Kitsantas & Zimmerman, 2009).”
• Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, background): “In the last decade, school homework has been connected to principle variables such as effort, responsibility, study techniques, causal attributions before the task, and self-efficacy (Kitsantas & Zimmerman, 2009).”
• Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis (2010, background): “Earlier research has indicated that self-efficacy has a stronger effect on academic performance than other motivational variables, such as self-regulation (Kitsantas & Zimmerman, 2009; Pintrich & De Groot, 1990; Pintrich & Schunk, 1996, 2002).”
• Costs and Benefits of Family Involvement in Homework (2011, background): “Data on the time students spend on homework vary based on who reports it (Bembenutty, 2009; Hoover-Dempsey et al., 2001; Kitsantas & Zimmerman, 2009; Warton, 2001; Xu, 2009), as do recommendations about sensible requirements for time on homework.”