Purposes for Doing Homework Reported by Middle and High School Students

By Jianzhong Xu. 2005

142 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1c79521b6e77d5c958c89d040c4d75d7f45c1310

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Citations in the corpus

Homework self-regulation: Grade, gender, and achievement-level differences (2009, background): “Likewise, students' utility values of homework and grades are positively related (Xu, 2005).”
Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level (2013, background): “As previous findings imply that homework management is positively related to homework completion (Xu, 2005, 2011), the primary objective in the present study was to examine a range of variables that may influence homework management.”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “…increase their motivation and their self-regulated learning processes), and promoting school debates about the advantages and disadvantages of assigning HW (Cooper, 1989; Corno & Xu, 2004; Elawar & Corno, 1985; Trautwein, L€udtke, Kastens, et al., 2006; Trautwein, Schnyder, et al., 2009; Xu, 2005).”
The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries (2009, background): “Time on homework is generally believed to be associated with greater achievement gains (Cooper, 1989; Paschal, Weinstein, & Walberg, 1984), and most teachers, students, and parents see homework as a valuable educational tool (e.g., Cooper et al., 1998; Xu, 2005).”
Modeling students' time management in math homework (2014, background): “In line with associational evidence that homework purposes were positively related to homework time management (Xu, 2005), qualitative data from another study (Xu & Yuan, 2003) implied that student attitudes toward homework influenced how they approached homework and homework time management.”
Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. (2010, background): “Does homework enhance school effectiveness? More precisely, under which conditions does homework effectively supplement inschool learning? In most countries around the world, homework accounts for a substantial proportion of study time (Cooper, 1989; Cooper, Lindsay, Nye, & Greathouse, 1998; Xu, 200”
Gender and Homework Management Reported by High School Students (2006, background): “…backgrounds can still play a vital role in developing desirable homework management strategies beyond the elementary school years (Xu, 2005; Xu & Corno, 2003); and families of secondary school students are generally more involved in girls’ homework than that of boys (Cooper et al., 2000; Xu, 2005).”
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes (2012, result): “In light of the substantial proportion of study time accounted for by homework activities (Cooper, 1989,2007; Cooper et aI., 1998; Xu, 2005b), the findings of the present study thus contribute to a growing and important research literature highlighting the importance of continued research on the…”
Homework and academic achievement across Spanish Compulsory Education (2015, background): “Although several studies have reported a positive relationship between HW engagement and grade level (e.g. Cooper & Valentine, 2001; Xu, 2005), our findings are consistent with the literature that suggest that as students advance in compulsory education, the amount of HW they complete decreases…”
The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort (2007, background): “Yet despite these downsides, the majority of teachers, students, and parents remain convinced that homework is a valuable educational tool (e.g., Cooper et al., 1998; Xu, 2005).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “…management skills at least three conditions are needed: a) students are motivated to do homework in order to improve their knowledge and skills (Xu 2005, 2008; Xu et al. 2014); b) parents are involved in ways that support the development of student autonomy (Cooper et al. 2001; Dumont et al.…”
Homework Completion at the Secondary School Level: A Multilevel Analysis (2011, methodology): “…(i.e., volitional control and an expectancy-value model), given that students’ views about homework play an important role in their homework behaviors (Cooper et al., 1998; Hoover-Dempsey et al., 2001; Warton, 2001; Xu, 2005), it is important to examine the role of students in homework completion.”
The Role of School Counselors in Meeting Students' Mental Health Needs: Examining Issues of Professional Identity (2013, background): “General nonacademic factors such as emotional intelligence, motivation, educational aspirations, and attitudes toward school, as well as more specific factors such as intrinsic motivation to complete homework and impulsivity, have been linked to academic achievement (Abu-Hilal, 2000; Jianzhong, 2005”
Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. (2009, background): “, 2006; Trautwein, 2007), it seems particularly important to consider the limited number of studies that have analyzed the association between quality characteristics of homework and student outcomes (e.g., Corno & Xu, 2004; Elawar & Corno, 1985; Trautwein, Lüdtke, Schnyder et al., 2006; Warton, 200”