Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs

By B. Zimmerman, Anastasia Kitsantas. 2005

533 citations recorded by the source corpus.

Abstract The present study investigated the role of students’ homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial school that emphasized homework in the curriculum with more than 3 h of work assigned daily. Path analyses showed significant paths (a) from homework experiences to the girls’ self-efficacy for learning beliefs and their perception of student responsibility for academic outcomes, and (b) from these two academic beliefs to the girls’ academic grade point average at the end of the school term. The implications of these findings for future research and school policy will be discussed.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/d18bf7bfa35e8600720f10ff1bd04d4ef9c1b3eb

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Citations in the corpus

College students’ homework and academic achievement: The mediating role of self-regulatory beliefs (2009, methodology): “Second, in the high school setting that was studied in prior research (Zimmerman and Kitsantas 2005), the girls regularly turned their homework in to their teachers as part of their assigned academic work, whereas at the collegiate level, students’ homework completion was seldom monitored directly…”
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “Students with high levels of self-efficacy beliefs take more responsibility of their own learning process and view themselves as proactive learners (Zimmerman & Kitsantas, 2005).”
Student and School Factors Affecting Mathematics Achievement (2009, background): “These students are more likely to be less confident about their own ability and their actual levels of achievement (Bong and Clark, 1999; Schunk, 1996; Zimmerman et al., 1992; Zimmerman and Kitsantas, 2005).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “Peters (2008); Peters & Kitsantas (2010); Zimmerman & Kitsantas (2005) To measure perceived selfefficacy (various forms of academic learning).”
The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy (2011, background): “Zimmerman and kitsantas (2005) state that the prominent role of using cognition and meta-cognition strategies in the development of academic motivation is obvious.”
On the Functional Properties of Perceived Self-Efficacy Revisited (2012, unknown): “…Joo, Bong, & Choi, 2000; Lent, Brown, & Larkin, 1986, 1987; Pajares & Johnson, 1994, 1996; Pajares & Kranzler, 1995; Pajares & Miller, 1994; Pajares & Valiante, 1997; Stajkovic, Bandura, Locke, & Lee, 2010; Wood & Locke, 1987; Zimmerman, Bandura, & Martinez-Pous, 1992; Zimmerman & Kitsantas, 2005).”
Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards (2010, background): “Empirical studies have proven the strong link between the capacity to self-regulate one’s learning and self-efficacy ( Zimmerman and Kitsantas 2005, 2007 ), intrinsic task interest (Schunk 1986, 1996 ;Z immerman1995), and academic achievement (e.g., Pintrich and De Groot 1990; Zimmerman and Martinez”
Homework Completion at the Secondary School Level: A Multilevel Analysis (2011, result): “…grades was positively related to homework completion is in line with previous findings that student achievement was positively related to the use of self-regulated learning strategies, and with certain homework practices in particular (Ablard & Lipschultz, 1998; Zimmerman & Kitsantas, 2005).”