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Direct linkJianzhong Xu – Metacognition and Learning, 2024
The current investigation examined multilevel models aimed at predicting two dimensions of homework emotion regulation: emotion management and cognitive reappraisal. Our models integrated key components from self-determination, expectancy-value, achievement goal, learning approaches, and self-regulatory or volitional perspectives. The…
Descriptors: Foreign Countries, Middle School Students, Homework, Emotional Problems
Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Vallejo, Guilherme; Martins, Juliana; Högemann, Julia – Metacognition and Learning, 2019
The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and student engagement are important moderators in this process. However, the relationships between the types of homework feedback commonly used by teachers and student school engagement…
Descriptors: Grade 6, Homework, Academic Achievement, Feedback (Response)
Núñez, J. C.; Suárez, N.; Rosário, P.; Vallejo, G.; Valle, A.; Epstein, J. L. – Metacognition and Learning, 2015
This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using…
Descriptors: Parent Participation, Parent Role, Homework, Student Behavior
Kitsantas, Anastasia; Zimmerman, Barry J. – Metacognition and Learning, 2009
The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two self-regulatory beliefs as well as…
Descriptors: Homework, College Students, Self Efficacy, Academic Achievement
Stoeger, Heidrun; Ziegler, Albert – Metacognition and Learning, 2008
A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach…
Descriptors: Matched Groups, Homework, Self Efficacy, Time Management
