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

被引：24

作者：

Yang, Fuyi ^{[1
]}

Tu, Menglu ^{[1
]}

机构：

[1] East China Normal Univ, Fac Educ, Shanghai, Peoples R China

来源：

EDUCATIONAL PSYCHOLOGY | 2020年 / 40卷 / 04期

关键词：

Gender; grade; homework management; maths achievement; self-regulation; FAMILY HELP; CHINESE; INVOLVEMENT; VOLITION; EFFICACY; BELIEFS; WORK; MATH;

D O I：

10.1080/01443410.2019.1674784

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：392 / 408

页数：17

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