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1.
Jianzhong Xu 《教育心理学》2006,26(1):73-91
This study linked gender and grade level to five features of homework management reported by 426 high school students (setting an appropriate work environment, managing time, and controlling attention, motivation, and potentially interfering emotions). In addition, it linked gender and grade level to relevant homework behaviours and affective reactions toward homework. The results revealed that grade level (grades 9–10 vs. grades 11–12) did not relate to any of the above homework measures. On the other hand, compared with boys, girls more frequently reported working to manage their workspace, budget their time, and monitor their emotions. They also reported that they spent more time doing homework, were less likely to come to class without homework, and considered homework less boring. 相似文献
2.
Heinz Neber Jing He Bang-Xiang Liu Neville Schofield 《International Journal of Science and Mathematics Education》2008,6(4):769-788
The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model
that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described.
This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school
in Beijing. By contrasting components of self-regulated learning and components indicating a more passive approach to learning
that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated
physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their
learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics.
The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower
than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal
role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering
self-regulated learning in physics instruction are discussed. 相似文献
3.
Jianzhong Xu 《教育心理学》2007,27(2):173-189
The article links student and family characteristics, along with homework characteristics and homework purposes, to homework management as reported by 194 middle‐school students in Grades 5–6. The results revealed that homework management was not related to grade level, amount of parental education, time spent on homework, or extrinsic reasons for doing homework. However, girls and students who received family help reported more frequently managing their homework. In addition, homework interest and whether homework was a favorite activity were positively related to the use of homework management strategies, above and beyond gender and family help. Furthermore, intrinsic reasons for doing homework accounted for an additional, significant percentage of the variance in homework management, with higher levels of intrinsic reasons being positively associated with more frequent use of homework management strategies. 相似文献
4.
The study compared preferred homework styles of Chinese students-who were characterized by (a) high vs low self-perceived homework achievement and attitude; (b) high vs low teacher-rated homework completion and quality; and (c) high vs low academic achievement in mathematics-and examined gender differences of homework styles in these students. The participants were 329 5th graders (172 boys and 157 girls) and 244 7th graders (130 boys and 114 girls). More distinguishing homework style elements were found with the self-perceived homework achievement and attitude levels than in the teacher-rated achievement levels. Neither gender differences nor gender-achievement interaction effects were indicated. As expected, the motivational elements distinguished the high/low levels of all types of achievement and attitude towards homework. While high teacher-rated achievement was more closely associated with high scores of the teacher-motivated element, the self-perception of work accomplishment at home was more positive in those students who were highly motivated by parents as well as teachers. A number of environmental and organisational elements also distinguished the high from low achievers. The importance of the teacher and parent role in student achievement was discussed. 相似文献
5.
Hinke Endedijk Eddie Denessen Angélique W. Hendriks 《Learning and individual differences》2011,21(6):765-770
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. 相似文献
6.
Self-regulation of homework behaviour: relating grade,gender, and achievement to homework management
AbstractThe 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. 相似文献
7.
The current investigation employs models of reciprocal effects among emotion management, cognitive reappraisal, homework completion, and achievement, based on two measurement points from 1450 Chinese 8th graders. Results revealed that emotion management and math achievement were reciprocally related. Furthermore, higher prior achievement led to higher subsequent cognitive reappraisal and homework completion. Additionally, significant interactions were found between emotion management and cognitive reappraisal in the prediction of subsequent emotion management, cognitive reappraisal, and homework completion. Specifically, these findings indicated that emotion management had a more positive influence on subsequent emotion management, cognitive reappraisal, and homework completion when prior cognitive reappraisal was low (compensatory effect by decreasing the gap between students with prior high and low cognitive reappraisal). 相似文献
8.
Jianzhong Xu 《教育心理学》2012,32(2):183-200
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’ shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers). 相似文献
9.
《Learning and Instruction》2006,16(1):26-40
The study examined the effects of gender and ethnicity on mathematics achievement on a national test and on dispositions (attitudes, perceived parental expectations, effort, and help) towards the study of mathematics of a representative sample of Jewish and Arab eighth graders in Israel. The results indicated a large ethnic gap in achievement in favor of the Jewish students. Significant gender–ethnicity interactions emerged whereby Arab girls, compared to Arab boys, attempted more items on the test. In the Jewish sample, either the reverse held true or there were no significant differences between the sexes. Arab girls also reported receiving less help in doing mathematics homework and perceived their parents' expectations for their success in mathematics as higher than did Arab boys. Jewish girls, on the other hand, perceived their parents' expectations as lower and reported investigating more effort in coping with mathematics tasks and using more supporting tools than did Jewish boys. The results were discussed in light of cultural differences between Jews and Arabs in Israeli society and their respective learning environments. 相似文献
10.
Beth Kurtz-Costes Kristine E. Copping Stephanie J. Rowley C. Ryan Kinlaw 《European Journal of Psychology of Education - EJPE》2014,29(4):603-618
We measured age and gender differences in children’s awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults’ beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study hypotheses, fourth and sixth graders had a stronger tendency than eighth graders to favor their own gender group rather than report traditional stereotypes. On average, girls favored girls over boys in all three domains. Fourth grade boys favored boys in all three domains; middle school boys reported traditional verbal stereotypes and were on average egalitarian in beliefs about math and science. Children’s reports of their perceptions of adults’ stereotypes mirrored age and gender differences in their own stereotypes and were correlated with their own stereotype endorsement. In addition to showing beliefs favoring girls in verbal domains and a tendency for most age and gender groups to not endorse traditional math and science stereotypes, the results support a synthesis of developmental and social identity theories regarding individual differences in children’s stereotype endorsement. Children’s tendency to favor girls in verbal domains may contribute to gender differences in educational and career choices by pulling girls toward the humanities and social sciences and discouraging boys from pursuing those domains. 相似文献
11.
Meral Atıcı 《International journal for the advancement of counseling》2007,29(2):83-95
This study examined conflict resolution strategies (CRSs) resorted to by sixth, seventh, and eighth grade primary school pupils
in Turkey and identified gender differences in the resolution strategies typically resorted to. In addition, the study aimed
to find out what actual conflicts students asked assistance for from teachers and what strategies students thought teachers
used in dealing with their conflicts. The data for this research were collected via a questionnaire involving mostly open-ended
items. Results supported the notion that three main groups of strategies (problem-solving, avoiding and aggressive) typically
get implemented in solving conflicts. Problem-solving strategies were observed to be most frequently employed by the participants.
There was a significant gender difference in terms of the use of CRSs, in that girls were more likely to use problem-solving
strategies than boys. The majority of the participants tended not to ask for assistance from teachers in resolving their conflicts.
However, students from low SES schools were more likely to ask for teacher assistance than students from middle and high SES
schools. The participants also stated that teachers typically used two main strategies in helping them resolve their conflicts:
problem-solving and aggressive strategies. 相似文献
12.
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. 相似文献
13.
14.
《The Journal of educational research》2012,105(6):408-419
ABSTRACT The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls. 相似文献
15.
《Contemporary educational psychology》2005,30(4):397-417
The present study investigated the role of students’ homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial school that emphasized homework in the curriculum with more than 3 h of work assigned daily. Path analyses showed significant paths (a) from homework experiences to the girls’ self-efficacy for learning beliefs and their perception of student responsibility for academic outcomes, and (b) from these two academic beliefs to the girls’ academic grade point average at the end of the school term. The implications of these findings for future research and school policy will be discussed. 相似文献
16.
Following the recommendations of Lent, Brown and Hackett's Social Cognitive Career Theory (2000), we measured eighth grade boys' and girls' perception of the proportion of men and women employed in occupations and their level of interest and self-efficacy for those occupations. Results indicated that eighth grade boys and girls expressed stronger career interest in and higher self-efficacy for those occupations that they rated as employing more of their own gender. The study highlights how career practitioners can work with adolescents to widen their perceived range of occupational choices. 相似文献
17.
The current study validated the Homework Goal Orientation Scale (HGOS) for secondary school students. Results revealed that HGOS consisted of two distinct but related subscales: mastery‐approach and performance‐approach. Given satisfactory measurement invariance, the latent mean differences were then examined across gender (males vs. females) and grade level (7th vs. 9th). Findings showed no statistically significant mean differences across gender and grade level. Finally, consistent with theoretical expectations, compared with performance‐approach, mastery‐approach was more strongly associated with homework effort, homework emotion regulation, homework completion, and math achievement. 相似文献
18.
Tsz Lun Chu Scott B. Martin Trent A. Petrie Christy Greenleaf 《Psychology in the schools》2019,56(2):163-175
Guided by the biopsychosocial model, we examined (a) the prevalence of weight control behaviors (WCBs; i.e., trying to stay the same weight, lose weight, gain weight, or do nothing about weight) among early adolescent boys by race/ethnicity and grade level, and (b) how the boys’ perceptions of sociocultural pressures (from parents, peers, and media) to lose weight, gain weight, exercise, and diet predicted their WCBs while accounting for body composition and grade level. Early adolescent boys ( n = 508) in middle schools completed survey measures of WCB and sociocultural pressures and objective assessment of body mass index as body composition. Multinomial logistic regressions revealed that sixth graders were more likely than seventh and eighth graders to be trying to lose weight. Moreover, greater pressure to gain weight and lower pressure to exercise predicted a greater likelihood of trying to gain weight. The significant roles of grade levels and different sociocultural pressures in predicting WCBs suggest that health professionals and school staff should consider these factors when intervening with early adolescent boys. 相似文献
19.
Tzung-Jin Lin Chin-Chung Tsai 《International Journal of Science and Mathematics Education》2013,11(6):1275-1301
In the past, students’ science learning self-efficacy (SLSE) was usually measured by questionnaires that consisted of only a single scale, which might be insufficient to fully understand their SLSE. In this study, a multi-dimensional instrument, the SLSE instrument, was developed and validated to assess students’ SLSE based on the previous literature. Besides, the interrelations between students’ approaches to learning science and SLSE were explored. A total of 311 Taiwanese eighth graders were invited to respond to the SLSE instrument and the Approaches to Learning Science (ALS) questionnaire. After ensuring several types of validity (e.g. construct validity and criterion-related validity) and the reliability of the SLSE questionnaire, the results suggested that the SLSE instrument should have satisfactory validity and reliability to measure Taiwanese eighth graders’ SLSE in terms of 5 dimensions: Conceptual Understanding, Higher-Order Cognitive Skills, Practical Work, Everyday Application, and Science Communication. Moreover, through Pearson correlation analyses, the results revealed that the Taiwanese eighth graders who perceived themselves as having a deep motive, along with the orientation of surface motive, tended to report higher SLSE. Also, those students who reported adopting deep strategies to learn science were more likely to possess higher SLSE. The regression results indicated that, overall, the students’ deep strategies and deep motive were strong predictors of their SLSE, particularly for the Higher-Order Thinking Skills SLSE. Yet, the Practical Work SLSE could only be predicted by the Deep Strategy dimension of ALS. 相似文献
20.
Jianzhong Xu 《Learning and individual differences》2010,20(1):34-39
The purpose of this study is to test empirical models of variables posited to predict homework time management at the secondary school level. Student- and class-level predictors of homework time management were analyzed in a survey of 1895 students from 111 classes. Most of the variance in homework time management occurred at the student level, with parent education appearing as the only significant predictor at the class level. At the student level, the variation in homework time management was positively associated with self-reported grade, adult-oriented reasons for doing homework, learning-oriented reasons for doing homework, and student initiative in arranging the homework environment. 相似文献