Predicting homework time management at the secondary school level: A multilevel analysis

Learning and Individual Differences

Volumn 20, Issue 1, 2010, Pages 34-39

  Xu, Jianzhong ^a  

^a MISSISSIPPI STATE UNIVERSITY   (United States)

Author keywords

Homework; Multilevel analysis; Secondary school students; Time management

Indexed keywords

EID: 71249129477     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2009.11.001     Document Type: Article

References (48)

1. Britton B.K., and Tesser A. Effects of time management practices on college grades. Journal of Educational Psychology 83 (1991) 405-410
2. Claessens B.J.C., van Eerde W., Rutte C.G., and Roe R.A. A review of the time management literature. Personnel Review 36 (2007) 255-276
3. Cooper H. Homework (1989), Longman, White Plains, NY
4. Cooper H., Lindsay J.J., Nye B., and Greathouse S. Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology 90 (1998) 70-83
5. Corno L. Homework is a complicated thing. Educational Researcher 25 8 (1996) 27-30
6. Corno L. Introduction to the special issue work habits and work styles: Volition in education. Teachers College Record 106 (2004) 1669-1694
7. Corno L., and Mandinach E.B. What we have learned about student engagement in the past twenty years. In: McInerney D.M., and Etten S.V. (Eds). Big theories revisited. Research on sociocultural influences on motivation and learning Vol 4 (2004), Information Age, Greenwich, CT 299-328
8. Coutts P.M. Meanings of homework and implications for practice. Theory into Practice 43 (2004) 182-188
9. Dandy J., and Nettelbeck T. The relationship between IQ, homework, aspirations and academic achievement for Chinese, Vietnamese and Anglo-Celtic Australian school children. Educational Psychology 22 (2002) 267-275
10. Dickhaeuser O., and Plenter I. On the accuracy of self-reported school marks. Zeitschrift für Pädagogische Psychologie 19 (2005) 219-224
11. Eccles J.S. Subjective task value and the Eccles et al. model of achievement-related choices. In: Elliot A.J., and Dweck C.S. (Eds). Handbook of Competence and Motivation (2005), Guilford Press, New York 105-121
12. Eilam B. Primary strategies for promoting homework performance. American Educational Research Journal 38 (2001) 691-725
13. Eilam B., and Aharon I. Students' planning in the process of self-regulated learning. Contemporary Educational Psychology 28 (2003) 304-334
14. Fan X., and Thompson B. Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial. Educational and Psychological Measurement 61 (2001) 517-531
15. Farmer S., and Seers A. Time enough to work: Employee motivation and entrainment in the workplace. Time and Society 13 (2004) 265-284
16. Forsberg L. Homework as serious family business: Power and subjectivity in negotations about school assignments in Swedish families. British Journal of Sociology of Education 28 (2007) 209-222
17. Fuligni A.J., and Stevenson H.W. Time use and mathematics achievement among American, Chinese, and Japanese high school students. Child Development 66 (1995) 830-842
18. Hoover-Dempsey K.V., Battiato A.C., Walker J.M.T., Reed R.P., DeJone J.M., and Jones K.P. Parental involvement in homework. Educational Psychologist 36 (2001) 195-209
19. Kelly S. What types of students' effort are rewarded with high marks. Sociology of Education 81 (2008) 32-52
20. Killoran I. Why is your homework not done? How theories of development affect your approach in the classroom. Journal of Instructional Psychology 30 (2003) 309-315
21. Macan T.H. Time management: Test of a process model. Journal of Applied Psychology 79 (1994) 381-391
22. Muhlenbruck L., Cooper H., Nye B., and Lindsey J.J. Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education 3 (2000) 295-317
23. Murphy J., Decker K., Chaplin C., Dagenais R., Heller J., Jones R., et al. An exploratory analysis of the structure of homework assignments in high schools. Research in Rural Education 4 (1987) 61-71
24. Newman J., Bidjerano T., Ozdogru A.A., Kao C., Ozkose-Biyik C., and Johnson J.J. What do they usually do after school? A comparative analysis of fourth-grade children in Bulgaria, Taiwan, and the United States. Journal of Early Adolescence 27 (2007) 431-456
25. Patall E.A., Cooper H., and Robinson J.C. Parent involvement in homework: A research synthesis. Review of Educational Research 78 (2008) 1039-1101
26. Pintrich P.R. The role of goal orientation in self-regulated learning. In: Boekaerts M., Pintrich P., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic, San Diego, CA 451-502
27. Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 16 (2004) 385-407
28. Raudenbush S., and Bryk A. Hierarchical linear models: Applications and data analysis. 2nd ed. (2002), Sage, Thousand Oaks, CA
29. Rogers D., and Swan K. Self-regulated learning and Internet searching. Teachers College Record 106 (2004) 1804-1824
30. Schunk D.H. Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist 40 (2005) 85-94
31. Trautwein U., Ludtke O., Schnyder I., and Niggli A. Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology 98 (2006) 438-456
32. Wagner P., Schober B., and Spiel C. Time investment and time management: An analysis of time students spend working at home for school. Educational Research and Evaluation 14 (2008) 139-153
33. Wigfield A., Tonks S., and Eccles J.S. Expectancy value theory in cross-cultural perspective. In: McInerney D.M., and Etten S.V. (Eds). Big theories revisited. Research on sociocultural influences on motivation and learning Vol. 4 (2004), Information Age, Greenwich, CT 165-198
34. Xu J. Family help and homework management in urban and rural secondary schools. Teachers College Record 106 (2004) 1786-1803
35. Xu J. Purposes for doing homework reported by middle and high school students. Journal of Educational Research 99 (2005) 46-55
36. Xu J. Gender and homework management reported by high school students. Educational Psychology 26 (2006) 73-91
37. Xu J. Models of secondary school students' interest in homework: A multilevel analysis. American Educational Research Journal 45 (2008) 1180-1205
38. Xu J. Validation of scores on the homework management scale for high school students. Educational and Psychological Measurement 68 (2008) 304-324
39. Xu J. Validation of scores on the homework management scale for middle school students. Elementary School Journal 109 (2008) 82-95
40. Xu, J. (submitted for publication). Homework purpose scale for middle school students: A validation study. Manuscript.
41. Xu, J. (in press-a). Homework purpose scale for high school students: A validation study. Educational and Psychological Measurement. doi:10.1177/0013164409344517
42. Xu, J. (in press-b). Predicting homework distraction at the secondary school level: A multilevel analysis. Teachers College Record, 112(6).
43. Xu J., and Corno L. Case studies of families doing third-grade homework. Teachers College Record 100 (1998) 402-436
44. Xu J., and Corno L. Family help and homework management reported by middle school students. Elementary School Journal 103 (2003) 503-518
45. Xu J., and Corno L. Gender, family help, and homework management reported by rural middle school students. Journal of Research in Rural Education 21 2 (2006). http://jrre.psu.edu/articles/21-2.pdf Retrieved May 15, 2008, from http://jrre.psu.edu/articles/21-2.pdf
46. Zimmerman B.J. A social cognitive view of self-regulated learning. Journal of Educational Psychology 81 (1989) 329-339
47. Zimmerman B.J. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 45 (2008) 166-183
48. Zimmerman B.J., and Martinez-Pons M. Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology 82 (1990) 51-59