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

Document Type

Article

Publication Date

6-2009

Publication Title

Learning and Individual Differences

Publisher

Elsevier

Volume

19

Issue

2

First page number:

269

Last page number:

276

Abstract

The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered.

Keywords

Age; Effort; Gender; Grade; Homework; Intrinsic value; Metacognitive strategy; Monitoring; Motivation; Persistence; Planning; Self-checking; Self-regulation; Task value; Utility value

Disciplines

Education | Educational Psychology | Psychology

Language

English

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