Homework self-regulation: Grade, gender, and achievement-level differences

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Homework and academic achievement across Spanish Compulsory Education (2015, background): “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 (e.g. Bryan & Nelson, 1994; Cooper, Lindsay, & Nye, 2000; Hong et al., 2009; Rosário, Mourão, et al., 2009; Xu,”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “On the other hand, Hong et al. (2009) analyzed Chinese students’ (7th and 11th graders) reported behavior doing homework and concluded that older students were less engaged, persisted less, and expressed less enjoyment doing homework less than did younger students.”
Modeling students' time management in math homework (2014, background): “Hong, Peng, and Rowell (2009) examined six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking), reported by 330 7th and 407 11th graders in China.”