Self-regulation of homework behaviour: relating grade, gender, and achievement to homework management

Fuyi Yang; Menglu Tu

doi:10.1080/01443410.2019.1674784

Self-regulation of homework behaviour: relating grade, gender, and achievement to homework management

Fuyi Yang^*
, Menglu Tu

^*Corresponding author for this work

Faculty of Education

East China Normal University

Research output: Contribution to journal › Article › peer-review

36 Scopus citations

Abstract

The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.

Original language	English
Pages (from-to)	392-408
Number of pages	17
Journal	Educational Psychology
Volume	40
Issue number	4
DOIs	https://doi.org/10.1080/01443410.2019.1674784
State	Published - 20 Apr 2020

Keywords

Gender
grade
homework management
maths achievement
self-regulation

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10.1080/01443410.2019.1674784

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title = "Self-regulation of homework behaviour: relating grade, gender, and achievement to homework management",

abstract = "The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.",

keywords = "Gender, grade, homework management, maths achievement, self-regulation",

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AU - Yang, Fuyi

AU - Tu, Menglu

PY - 2020/4/20

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N2 - The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.

AB - The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.

KW - Gender

KW - grade

KW - homework management

KW - maths achievement

KW - self-regulation

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M3 - 文章

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JO - Educational Psychology

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IS - 4

ER -

Self-regulation of homework behaviour: relating grade, gender, and achievement to homework management

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Keywords

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