Self-regulation of homework behaviour: relating grade, gender, and achievement to homework management

Abstract

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 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.

Keywords:

• Gender
• grade
• homework management
• maths achievement
• self-regulation

Disclosure statement

No potential conflict of interest was reported by the author(s).