Homework self-regulation: Grade,gender, and achievement-level differences |
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| Authors: | Eunsook Hong Yun Peng Lonnie L Rowell |
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| Institution: | 1. University of Macau, China;2. Mississippi State University, United States;1. Mississippi State University, United States;2. Stanford University, United States;3. Starkville High School, MS, United States;1. Baruch College, The City University of New York, One Barnard Baruch Way, New York, New York 10010, United States;2. The Graduate School and University Center, The City University of New York, 365 Fifth Avenue, New York, New York 10016, United States |
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| 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. |
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