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A Person-Centred Approach to Understanding Self-Regulation in Homework Using Latent Profile Analysis
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Xu, Jianzhong; Corno, Lyn – Educational Psychology, 2022
The current investigation used latent profile analysis (LPA) to categorise students according to their strategies for managing mathematics homework. A sample of 918 Chinese students in grades 7-9 rated their use of seven homework management strategies; namely, arranging the environment, managing time, monitoring motivation, managing emotion,…
Descriptors: Homework, Metacognition, Learning Strategies, Mathematics Achievement
Social-Emotional Need Satisfaction and Students' Academic Engagement and Social-Emotional Skills
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Rebecca J. Collie – Educational Psychology, 2024
This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students (and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence,…
Descriptors: Needs, Satisfaction, Learner Engagement, Secondary School Students
Motivation and Engagement among Indigenous (Aboriginal Australian) and Non-Indigenous Students
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Martin, Andrew J.; Ginns, Paul; Anderson, Michael; Gibson, Robyn; Bishop, Michelle – Educational Psychology, 2021
Among a sample of 472 Indigenous high school students, juxtaposed with 15,884 non-Indigenous students from the same 54 schools, we investigated variation in motivation and engagement from school to school, and the role of motivation and engagement in predicting various academic outcomes (aspirations, buoyancy, homework completion, and…
Descriptors: High School Students, Indigenous Populations, Student Motivation, Learner Engagement
Self-Regulation of Homework Behaviour: Relating Grade, Gender, and Achievement to Homework Management
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Yang, Fuyi; Tu, Menglu – Educational Psychology, 2020
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…
Descriptors: Self Management, Homework, Gender Differences, Foreign Countries
Dominant Achievement Goals across Tracks in High School
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Scheltinga, Peter A. M.; Kuyper, Hans; Timmermans, Anneke C.; van der Werf, Greetje P. C. – Educational Psychology, 2016
The dominant achievement goals (DAGs) of 7,008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors' 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive,…
Descriptors: Academic Achievement, Goal Orientation, Scores, Mastery Learning
Predicting Students' Homework Environment Management at the Secondary School Level
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Xu, Jianzhong – Educational Psychology, 2012
The present study examined empirical models of variables posited to predict students' homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates'…
Descriptors: Feedback (Response), Homework, Grade 8, Grade 11