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Direct linkJianzhong Xu – Social Psychology of Education: An International Journal, 2025
This study aims to explore longitudinal associations among homework expectancy, mastery-approach, homework effort, and mathematics achievement involving middle school students over one school year. Results indicated that there was support for a positive reciprocal influence of mastery-approach and effort; greater initial mastery-approach resulted…
Descriptors: Longitudinal Studies, Learning Processes, Mastery Learning, Expectation
Yuhuan Zhang; Tian Li; Jianzhong Xu; Shuang Chen; Liping Lu; Lidong Wang – British Journal of Educational Psychology, 2024
Background: Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework. Aims: This study analyses the differential effect of homework amount on various facets…
Descriptors: Mathematics Instruction, Homework, Mathematics Achievement, Longitudinal Studies
Joseph A. Kitchen; Nicholas A. Bowman; Ralitsa Todorova; Lauren N. Irwin; Zoë B. Corwin – Research in Higher Education, 2024
Recent reports show that low-income students make up a significant share of those participating in higher education, and their well-being constitutes a key factor that influences their college success. This mixed-methods study examined first-year, low-income students' time use and its relationship to well-being framed by an equity-oriented lens…
Descriptors: Low Income Students, Student Attitudes, Socialization, Well Being
Jenelle Nissley-Tsiopinis; Thomas J. Power; Phylicia F. Fleming; Katie L. Tremont; Bridget Poznanski; Shannon Ryan; Jaclyn Cacia; Theresa Egan; Cristin Montalbano; Alex Holdaway; Ami Patel; Richard Gallagher; Howard Abikoff; A. Russell Localio; Jennifer A. Mautone – Grantee Submission, 2024
Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners…
Descriptors: Elementary School Students, Homework, Academic Achievement, Intervention
