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

References

• Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. doi:10.1111/j.1464-0597.2005.00205.x
   Web of Science ®Google Scholar
• Cai, J. (2003). Investigating parental roles in students’ learning of mathematics from a cross-national perspective. Mathematics Education Research Journal, 15(2), 87–106. doi:10.1007/BF03217372
   Google Scholar
• Chen, C., & Stevenson, H. W. (1989). Homework: A cross-cultural examination. Child Development, 60(3), 551–561. doi:10.2307/1130721
   PubMed Web of Science ®Google Scholar
• Chen, C., & Uttal, D. H. (1988). Cultural values, parents' beliefs, and children's achievement in the United States and China. Human Development, 31(6), 351–358. doi:10.1159/000276334
   Web of Science ®Google Scholar
• Cohen, J. (1998). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cooper, H. (1989). Homework. White Plains, NY: Longman.
   Google Scholar
• Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70–83. doi:10.1037//0022-0663.90.1.70
   Web of Science ®Google Scholar
• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. doi:10.3102/00346543076001001
   Web of Science ®Google Scholar
• Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14–22. doi:10.3102/0013189X022002014
   Google Scholar
• Corno, L. (2000). Looking at homework differently. The Elementary School Journal, 100(5), 529–248. doi:10.1086/499654
   Web of Science ®Google Scholar
• Corno, L. (2004). Introduction to the special issue work habits and work styles: Volition in education. Teachers College Record, 106(9), 1669–1694. doi:10.1111/j.1467-9620.2004.00400.x
   Web of Science ®Google Scholar
• Corno, L., & Xu, J. (2004). Doing homework as the job of childhood. Theory into Practice, 43(3), 227–233. doi:10.1207/s15430421tip4303_9
   Web of Science ®Google Scholar
• Dettmers, S., Trautwein, U., Ludtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25–35. doi:10.1016/j.cedpsych.2010.10.001
   Web of Science ®Google Scholar
• Ebbeck, M. (1996). Parents expectations and child rearing practices in Hong Kong. Early Child Development and Care, 119(1), 15–25. doi:10.1080/0300443961190102
   Google Scholar
• Fan, H., Xu, J., Cai, Z., He, J., & Fan, X. (2017). Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review, 20, 35–54. doi:10.1016/j.edurev.2016.11.003
   Web of Science ®Google Scholar
• Fan, X., & Thompson, B. (2001). Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial. Educational and Psychological Measurement, 61, 517–531. doi:10.1177/0013164401614001
   Web of Science ®Google Scholar
• Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225–234. doi:10.1016/j.lindif.2011.04.006
   Web of Science ®Google Scholar
• Ho, D. Y. F. (1994). Cognitive socialization in Confucian heritage cultures. In P. Greenfield & R. Cocking (Eds.), The development of minority child: Culture in and out of context (pp. 285–313). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Hong, E., Wan, M., & Peng, Y. (2011). Discrepancies between students’ and teachers’ perceptions of homework. Journal of Advanced Academics, 22(2), 280–308. doi:10.1177/1932202X1102200205
   Google Scholar
• Killoran, I. (2003). Why is your homework not done? How theories of development affect your approach in the classroom. Journal of Instructional Psychology, 30, 309–315.
   Google Scholar
• Letterman, D. (2013). Students' perception of homework assignments and what influences their ideas. Journal of College Teaching & Learning (TLC), 10(2), 113–122. doi:10.19030/tlc.v10i2.7751
   Google Scholar
• Li, H., & Li, N. (2018). Features and characteristics of Chinese New Century mathematics textbooks. In Y. Cao & F. K. S. Leung (Eds.), The 21st century mathematics education in China (pp. 171–192). Berlin: Springer.
   Google Scholar
• Li, J. (2001). Chinese conceptualization of learning. Ethos, 29(2), 111–137. doi:10.1525/eth.2001.29.2.111
   Web of Science ®Google Scholar
• Liu, O. L. (2009). An investigation of factors affecting gender differences in standardized math performance: Results from US and Hong Kong 15 year olds. International Journal of Testing, 9(3), 215–237. doi:10.1080/15305050903106875
   Google Scholar
• Moroni, S., Dumont, H., Trautwein, U., Niggli, A., & Baeriswyl, F. (2015). The need to distinguish between quantity and quality in research on parental involvement: The example of parental help with homework. The Journal of Educational Research, 108(5), 417–431. doi:10.1080/00220671.2014.901283
   Web of Science ®Google Scholar
• Mu, G. M. (2014). Chinese Australians’ Chineseness and their mathematics achievement: The role of habitus. Australian Educational Researcher, 41, 1–18. doi:10.1007/s13384-014-0152-1
   Web of Science ®Google Scholar
• Muhlenbruck, L., Cooper, H., Nye, B., & Lindsay, J. J. (1999). Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education, 3(4), 295–317. doi:10.1023/A:1009680513901
   Google Scholar
• Oubrayrie-Roussel, N., & Safont-Mottay, C. (2011). Adolescent homework management strategies and perceptions of parental involvement. International Journal about Parents in Education, 5(2), 78–85.
   Google Scholar
• Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039–1101. doi:10.3102/0034654308325185
   Web of Science ®Google Scholar
• Peng, Y., Hong, E., Li, X., Wan, M., & Long, Y. (2010). Homework problems: Do students from rural and urban schools perceive differently. International Journal of Learning, 17(3), 81–95.
   Google Scholar
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.
   Google Scholar
• Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194–218. doi:10.1177/1932202X1102200202
   Google Scholar
• Rao, N., Moely, B. E., & Sachs, J. (2000). Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25(3), 287–316. doi:10.1006/ceps.1999.1003
   PubMed Web of Science ®Google Scholar
• Rosário, P., Cunha, J., Nunes, A. R., Moreira, T., Núñez, J., & Xu, J. (2019). “Did you do your homework?” Mathematics teachers’ perspectives of homework follow-up practices at middle school level. Psychology in the Schools, 56(1), 92–108. doi:10.1002/pits.22198
   Google Scholar
• Salili, F., Zhou, H., & Hoosain, R. (2003). Adolescent education in Hong Kong and Mainland China: Effects of culture and context of learning on Chinese adolescents. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. III: International perspectives on adolescence (pp. 277–302). Greenwich, CT: Information Age.
   Google Scholar
• Sellar, S., & Lingard, B. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, 49(4), 464–485. doi:10.1080/03050068.2013.770943
   Web of Science ®Google Scholar
• Silinskas, G., & Kikas, E. (2017). Parental involvement in math homework: Links to children’s performance and motivation. Scandinavian Journal of Educational Research, 63(1), 1–21. doi:10.1080/00313831.2017.1324901
   Web of Science ®Google Scholar
• Siu, M. K. (1995). Mathematics education in ancient China: What lesson do we learn from it? Historia Scientiarum, 4, 223–232.
   Google Scholar
• Stevens, J. P. (2012). Applied multivariate statistics for the social sciences (5th ed.). New York: Routledge.
   Google Scholar
• Sun, X., & Wong, N. Y. (2005). A culture-bound look on mathematics beliefs: Differences between China and U.S.A. students. Mathematics Educator, 8(2), 95–105.
   Google Scholar
• Tam, V. C. W. (2009). Homework involvement among Hong Kong primary school students. Asia Pacific Journal of Education, 29(2), 213–227. doi:10.1080/02188790902859004
   Web of Science ®Google Scholar
• Trautwein, U., & Koller, O. (2003). The relationship between homework and achievement – Still much of a mystery. Educational Psychology Review, 15(2), 115–145.
   Web of Science ®Google Scholar
• Wang, D. B. (2004). Family background factors and mathematics success: A comparison of Chinese students. International Journal of Educational Research, 41(1), 40–54. doi:10.1016/j.ijer.2005.04.013
   Google Scholar
• Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155–165. doi:10.1207/S15326985EP3603_2
   Web of Science ®Google Scholar
• Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106(9), 1879–1887. doi:10.1111/j.1467-9620.2004.00409.x
   Web of Science ®Google Scholar
• Winship, C., & Sobel, M. E. (2004). Causal inferences in sociological studies. In M. Hardy & A. Bryman (Eds.), Handbook of data analysis (pp. 481–503). Thousand Oaks, CA: Sage.
   Google Scholar
• Xu, J. (2004). Family help and homework management in urban and rural secondary schools. Teachers College Record, 106(9), 1786–1803. doi:10.1111/j.1467-9620.2004.00405.x
   Web of Science ®Google Scholar
• Xu, J. (2006). Gender and homework management reported by high school students. Educational Psychology, 26(1), 73–91. doi:10.1080/01443410500341023
   Google Scholar
• Xu, J. (2008a). Validation of scores on the Homework Management Scale for high school students. Educational and Psychological Measurement, 68, 304–324.
   Web of Science ®Google Scholar
• Xu, J. (2008b). Validation of scores on the Homework Management Scale for middle school students. The Elementary School Journal, 109(1), 82–95. doi:10.1086/592368
   Web of Science ®Google Scholar
• Xu, J. (2009). School location, student achievement, and homework management reported by middle school students. School Community Journal, 19(2), 27–43.
   Google Scholar
• Xu, J. (2010). Gender and homework management reported by African American students. Educational Psychology, 30(7), 755–770. doi:10.1080/01443410.2010.506673
   Web of Science ®Google Scholar
• Xu, J. (2018). Reciprocal effects of homework self-concept, interest, effort, and math achievement. Contemporary Educational Psychology, 55, 42–52. doi:10.1016/j.cedpsych.2018.09.002
   Web of Science ®Google Scholar
• Xu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers College Record, 100, 402–436.
   Web of Science ®Google Scholar
• Xu, J., & Corno, L. (2003). Family help and homework management reported by middle school students. Elementary School Journal, 103(5), 503–518.
   Web of Science ®Google Scholar
• Xu, J., & Corno, L. (2006). Gender, family help, and homework management reported by rural middle school students. Journal of Research in Rural Education, 21(2):1–13.
   Google Scholar
• Xu, J., Fan, X., & Du, J. (2015). Homework Management Scale: Confirming the factor structure with middle school students in China. Psychology in the Schools, 52(4), 419–429. doi:10.1002/pits.21826
   Web of Science ®Google Scholar
• Xu, J., Du, J., & Fan, X. (2017). Self-regulation of math homework behavior: An empirical investigation. The Journal of Educational Research, 110(5), 467–477. doi:10.1080/00220671.2015.1125837
   Web of Science ®Google Scholar
• Yang, F., & Xu, J. (2015). Examining the psychometric properties of the Homework Management Scale for high school students in China. Journal of Psychoeducational Assessment, 33(3), 268–277. doi:10.1177/0734282914548326
   Web of Science ®Google Scholar
• Yang, L., & Watkins, D. A. (2013). The effectiveness of two treatments to enhance academic self-concept among low-achieving secondary school students in China. In Y. Kashima, E. S. Kashima, & R. Beatson (Eds.), Steering the cultural dynamics: Selected papers from the 2010 Congress of the International Association for Cross-cultural Psychology (pp. 160–166). Melbourne: International Association for Cross-Cultural Psychology.
   Google Scholar
• Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2–3), 73–86. doi:10.1080/00461520.1998.9653292
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30(4), 397–417. doi:10.1016/j.cedpsych.2005.05.003
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. doi:10.1037//0022-0663.82.1.51
   Web of Science ®Google Scholar