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

By Jianzhong Xu, Hongyun Wu. 2013

104 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1593f8e95a96dd685a2f359457300eef2d961d07

How researchers see this paper

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

In Education

Citations in the corpus

Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective (2016, background): “…2007; Dettmers, et al., 2011; Dumont, et al., 2014; Goetz, et al., 2006; Patall, et al., 2008; Trautwein, Ludtke, Kastens, et al., 2006; Xu, 2010; Xu & Wu, 2013), we hypothesized that parental expectancy and involvement would predict math self-efficacy and value positively, and through the…”
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students (2015, background): “As with homework completion (Xu and Wu 2013), planning when and what to study, or managing one’s work outside of the course, was more consistently positively associated with learning strategies for both age groups and across both learning contexts, suggesting that allotting time to study is useful f”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “In studies of the connections of homework time management and amount of homework completed at the secondary level, Xu (2010, 2011) and Xu and Wu (2013) indicated that homework time management explained a significant amount of variance of homework completion.”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “…et al., 1984; Trautwein & L€udtke, 2009; Trautwein, L€udtke, Schnyder, et al., 2006; Trautwein, Niggli, et al., 2009; Walberg, 1991; Xu, 2008, 2011; Xu & Wu, 2013), our data show that teachers’ HW feedback as perceived by students was positively and significantly related to the amount of HW…”