메뉴 건너뛰기




Volumn 104, Issue 3, 2011, Pages 171-182

Homework completion at the secondary school level: A multilevel analysis

Author keywords

homework completion; homework management; task interest; task utility; volitional control

Indexed keywords


EID: 79953688254     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671003636752     Document Type: Article
Times cited : (63)

References (85)
  • 1
    • 0032385122 scopus 로고    scopus 로고
    • Self-regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender
    • Ablard, K. E., & Lipschultz, R. E. (1998). Self-regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94-101.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 94-101
    • Ablard, K.E.1    Lipschultz, R.E.2
  • 2
    • 0032034270 scopus 로고    scopus 로고
    • Family involvement with children's homework: An intervention in the middle grades
    • Balli, S. J., Demo, D. H., & Wedman, J. F. (1998). Family involvement with children's homework: An intervention in the middle grades. Family Relations, 47, 149-157. (Pubitemid 128187111)
    • (1998) Family Relations , vol.47 , Issue.2 , pp. 149-157
    • Balli, S.J.1    Demo, D.H.2    Wedman, J.F.3
  • 3
    • 17044381794 scopus 로고    scopus 로고
    • Self-regulation in the classroom: A perspective on assessment and intervention
    • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231.
    • (2005) Applied Psychology: An International Review , vol.54 , pp. 199-231
    • Boekaerts, M.1    Corno, L.2
  • 4
    • 4544273740 scopus 로고    scopus 로고
    • Improving homework completion and academic performance: Lessons from special education
    • DOI 10.1353/tip.2004.0030
    • Bryan, T., & Burstein, K. (2004). Improving homework completion and academic performance: Lessons from special education. Theory Into Practice, 43, 213-219. (Pubitemid 39258764)
    • (2004) Theory into Practice , vol.43 , Issue.3 , pp. 213-219
    • Bryan, T.1    Burstein, K.2
  • 5
    • 0024687220 scopus 로고
    • Homework: A cross-cultural examination
    • Chen, C., & Stevenson, H.W. (1989). Homework: A cross-cultural examination. Child Development, 60, 551-561.
    • (1989) Child Development , vol.60 , pp. 551-561
    • Chen, C.1    Stevenson, H.W.2
  • 6
    • 0004211640 scopus 로고
    • White Plains, NY: Longman
    • Cooper, H. (1989). Homework. White Plains, NY: Longman.
    • (1989) Homework
    • Cooper, H.1
  • 8
    • 0035649198 scopus 로고    scopus 로고
    • A model of homework's influence on the performance evaluations of elementary school students
    • Cooper, H., Jackson, K., Nye, B., & Lindsay, J. J. (2001). A model of homework's influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69, 181-199. (Pubitemid 33403937)
    • (2001) Journal of Experimental Education , vol.69 , Issue.2 , pp. 181-199
    • Cooper, H.1    Jackson, K.2    Nye, B.3    Lindsay, J.J.4
  • 9
    • 0042162423 scopus 로고    scopus 로고
    • Homework in the home: How student, family and parenting-style differences relate to the homework process
    • Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464-487.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 464-487
    • Cooper, H.1    Lindsay, J.J.2    Nye, B.3
  • 10
    • 0032364975 scopus 로고    scopus 로고
    • Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement
    • 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, 70-83.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 70-83
    • Cooper, H.1    Lindsay, J.J.2    Nye, B.3    Greathouse, S.4
  • 11
    • 33645222262 scopus 로고    scopus 로고
    • Does homework improve academic achievement? A synthesis of research, 1987-2003
    • DOI 10.3102/00346543076001001
    • 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, 1-62. (Pubitemid 43453740)
    • (2006) Review of Educational Research , vol.76 , Issue.1 , pp. 1-62
    • Cooper, H.1    Robinson, J.C.2    Patall, E.A.3
  • 12
    • 0035621138 scopus 로고    scopus 로고
    • Using research to answer practical questions about homework
    • Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143-153. (Pubitemid 33583731)
    • (2001) Educational Psychologist , vol.36 , Issue.3 , pp. 143-153
    • Cooper, H.1    Valentine, J.C.2
  • 13
    • 84973837202 scopus 로고
    • The best-laid plans: Modern conceptions of volition and educational research
    • Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22.
    • (1993) Educational Researcher , vol.22 , Issue.2 , pp. 14-22
    • Corno, L.1
  • 14
    • 85148406104 scopus 로고
    • Student volition and education: Outcomes, influences, and practices
    • D. H. Schunk & B. J. Zimmerman (Eds.) . Hillsdale, NJ: Erlbaum
    • Corno, L. (1994). Student volition and education: Outcomes, influences, and practices. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 229-255). Hillsdale, NJ: Erlbaum.
    • (1994) Self-regulation of Learning and Performance , pp. 229-255
    • Corno, L.1
  • 15
    • 0003122402 scopus 로고    scopus 로고
    • Homework is a complicated thing
    • Corno, L. (1996).Homework is a complicated thing. Educational Researcher, 25(8), 27-30.
    • (1996) Educational Researcher , vol.25 , Issue.8 , pp. 27-30
    • Corno, L.1
  • 16
    • 0001730764 scopus 로고    scopus 로고
    • Looking at homework differently
    • Corno, L. (2000). Looking at homework differently. Elementary School Journal, 100, 529-548.
    • (2000) Elementary School Journal , vol.100 , pp. 529-548
    • Corno, L.1
  • 17
    • 0002283860 scopus 로고    scopus 로고
    • Self-regulated learning: A volitional analysis
    • B. Zimmerman & D. Schunk (Eds.) . Mahwah, NJ: Erlbaum
    • Corno, L. (2001). Self-regulated learning: A volitional analysis. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (Vol. 2, pp. 111-142). Mahwah, NJ: Erlbaum.
    • (2001) Self-regulated Learning and Academic Achievement: Theory, Research, and Practice , vol.2 , pp. 111-142
    • Corno, L.1
  • 18
    • 7544235823 scopus 로고    scopus 로고
    • Introduction to the special issue work habits and work styles: Volition in education
    • DOI 10.1111/j.1467-9620.2004.00400.x, Work Habits and Work Styles in School
    • Corno, L. (2004). Introduction to the special issue work habits and work styles: Volition in education. Teachers College Record, 106, 1669-1694. (Pubitemid 39453924)
    • (2004) Teachers College Record , vol.106 , Issue.9 , pp. 1669-1694
    • Corno, L.1
  • 20
    • 4544251192 scopus 로고    scopus 로고
    • Doing homework as the job of childhood
    • Corno, L., & Xu, J. (2004). Doing homework as the job of childhood. Theory into Practice, 43, 227-233.
    • (2004) Theory into Practice , vol.43 , pp. 227-233
    • Corno, L.1    Xu, J.2
  • 22
    • 29144443835 scopus 로고    scopus 로고
    • «Letztes halbjahr stand ich zwei» : Zur akkuratheit selbst berichteter noten
    • DOI 10.1024/1010-0652.19.4.219
    • Dickhaeuser, O., & Plenter, I. (2005). Letzes Halbjahr stand ich zwei. Zur Akkuratheit selbst berichteter Noten [On the accuracy of self-reported school marks]. Zeitschrift f̈ur P̈adagogische Psychologie, 19, 219-224. (Pubitemid 41815676)
    • (2005) Zeitschrift fur Padagogische Psychologie , vol.19 , Issue.4 , pp. 219-224
    • Dickhauser, O.1    Plenter, I.2
  • 23
    • 0002647891 scopus 로고
    • Expectancies, values, and academic behaviors
    • J. T. Spence (Ed.) . San Francisco, CA: Freeman
    • Eccles, J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives (pp. 75-146). San Francisco, CA: Freeman.
    • (1983) Achievement and Achievement Motives , pp. 75-146
    • Eccles, J.S.1
  • 24
    • 0043054833 scopus 로고
    • In the mind of the achiever: The structure of adolescents' academic achievement-related beliefs and selfperceptions
    • Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The structure of adolescents' academic achievement-related beliefs and selfperceptions. Personality and Social Psychology Bulletin, 21, 215-225.
    • (1995) Personality and Social Psychology Bulletin , vol.21 , pp. 215-225
    • Eccles, J.S.1    Wigfield, A.2
  • 26
    • 0039888238 scopus 로고    scopus 로고
    • More than minutes: Teachers' roles in designing homework
    • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36, 181-193. (Pubitemid 33583734)
    • (2001) Educational Psychologist , vol.36 , Issue.3 , pp. 181-193
    • Epstein, J.L.1    Van Voorhis, F.L.2
  • 27
    • 0035535638 scopus 로고    scopus 로고
    • Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial
    • Fan, X., & Thompson, B. (2001). Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial. Educational and Psychological Measurement, 61, 517-531.
    • (2001) Educational and Psychological Measurement , vol.61 , pp. 517-531
    • Fan, X.1    Thompson, B.2
  • 28
    • 0000818111 scopus 로고    scopus 로고
    • Modeling the Mediating Role of Volition in the Learning Process
    • DOI 10.1006/ceps.1998.0982, PII S0361476X98909821
    • Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23, 392-418. (Pubitemid 128347384)
    • (1998) Contemporary Educational Psychology , vol.23 , Issue.4 , pp. 392-418
    • Garcia, T.1    McCann, E.J.2    Turner, J.E.3    Roska, L.4
  • 30
    • 0034195034 scopus 로고    scopus 로고
    • Short-term and long-term consequences of achievement goals: Predicting interest and performance over time
    • Harackiewicz, J. M., Barron, K. E., Elliot, A., Tauer, J. M., & Carter, S. M. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 316-330
    • Harackiewicz, J.M.1    Barron, K.E.2    Elliot, A.3    Tauer, J.M.4    Carter, S.M.5
  • 31
    • 4544243457 scopus 로고
    • Two sixth grade homework policies and their effect on the prompt return of completed homework assignments
    • Hartensteiner, P. A., & Marek-Schroer, M. F. (1992). Two sixth grade homework policies and their effect on the prompt return of completed homework assignments. Journal of Instructional Psychology, 19, 246-253.
    • (1992) Journal of Instructional Psychology , vol.19 , pp. 246-253
    • Hartensteiner, P.A.1    Marek-Schroer, M.F.2
  • 33
    • 85119232862 scopus 로고
    • From wishes to action: The dead-ends and shortcuts on the long way to action
    • M. Frese & J. Sabini (Eds.) . Hillsdale, NJ: Erlbaum
    • Heckhausen, H., & Kuhl, J. (1985). From wishes to action: The dead-ends and shortcuts on the long way to action. In M. Frese & J. Sabini (Eds.), Goal-directed behavior: The concept of action in psychology (pp. 134-160). Hillsdale, NJ: Erlbaum.
    • (1985) Goal-directed Behavior: The Concept of Action in Psychology , pp. 134-160
    • Heckhausen, H.1    Kuhl, J.2
  • 34
    • 84963486638 scopus 로고
    • Testing and assessment: An applied linguistic perspective
    • Hill, C. (1994). Testing and assessment: An applied linguistic perspective. Educational Assessment, 2, 179-212.
    • (1994) Educational Assessment , vol.2 , pp. 179-212
    • Hill, C.1
  • 35
    • 33746820916 scopus 로고    scopus 로고
    • Increasing homework completion by incorporating student interests
    • Hinton, L. M., & Kern, L. (1999). Increasing homework completion by incorporating student interests. Journal of Positive Behavior Interventions, 1, 231-141.
    • (1999) Journal of Positive Behavior Interventions , vol.1 , pp. 231-141
    • Hinton, L.M.1    Kern, L.2
  • 36
    • 0033472939 scopus 로고    scopus 로고
    • Preferred and actual homework style: A cross-cultural examination
    • Hong, E., & Milgram, R. M. (1999). Preferred and actual homework style: A cross-cultural examination. Educational Research, 41, 251-265.
    • (1999) Educational Research , vol.41 , pp. 251-265
    • Hong, E.1    Milgram, R.M.2
  • 38
    • 1642457948 scopus 로고    scopus 로고
    • Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions
    • Husman, J., McCann, E., & Crowson, H. M. (2000). Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions. International Journal of Educational Research, 33, 777-399.
    • (2000) International Journal of Educational Research , vol.33 , pp. 777-399
    • Husman, J.1    McCann, E.2    Crowson, H.M.3
  • 40
    • 0036515857 scopus 로고    scopus 로고
    • Changes in children's self-competence and values: Gender and domain differences across grades one through twelve
    • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grade one through twelve. Child Development, 73, 509-527. (Pubitemid 41692461)
    • (2002) Child Development , vol.73 , Issue.2 , pp. 509-527
    • Jacobs, J.E.1    Lanza, S.2    Osgood, D.W.3    Eccles, J.S.4    Wigfield, A.5
  • 41
    • 40849143859 scopus 로고    scopus 로고
    • Why is your homework not done? How theories of development affect your approach in the classroom
    • 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. (Pubitemid 38153690)
    • (2003) Journal of Instructional Psychology , vol.30 , Issue.4 , pp. 309-315
    • Killoran, I.1
  • 42
    • 0021152344 scopus 로고
    • Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action-control
    • B. A. Maher (Ed.) . New York, NY: Academic Press
    • Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action-control. In B. A. Maher (Ed.), Progress in experimental personality research (Vol. 13, pp. 99-171). New York, NY: Academic Press.
    • (1984) Progress in Experimental Personality Research , vol.13 , pp. 99-171
    • Kuhl, J.1
  • 43
    • 0346618979 scopus 로고    scopus 로고
    • The volitional basis of personality systems interaction theory: Applications in learning and treatment contexts
    • Kuhl, J. (2000). The volitional basis of personality systems interaction theory: Applications in learning and treatment contexts. International Journal of Educational Research, 33, 665-704.
    • (2000) International Journal of Educational Research , vol.33 , pp. 665-704
    • Kuhl, J.1
  • 44
    • 0024953829 scopus 로고
    • Classwork and homework in early adolescence: The ecology of achievement
    • DOI 10.1007/BF02139072
    • Leone, C. M., & Richards, M. H. (1989). Classwork and homework in early adolescence: The ecology of achievement. Journal of Youth and Adolescence, 18, 531-548. (Pubitemid 20205055)
    • (1989) Journal of Youth and Adolescence , vol.18 , Issue.6 , pp. 531-548
    • Leone, C.M.1    Richards, M.H.2
  • 46
    • 84928445668 scopus 로고
    • Performance standards, student effort on homework, and academic achievement
    • Natriello,G.,& McDill, E. L. (1986). Performance standards, student effort on homework, and academic achievement. Sociology of Education, 59, 18-31.
    • (1986) Sociology of Education , vol.59 , pp. 18-31
    • Natriello, G.1    McDill, E.L.2
  • 47
    • 36849048750 scopus 로고    scopus 로고
    • Comment on Perry & Winne's "learning from learning kits: gStudy traces of students' self-regulated engagements with computerized content"
    • DOI 10.1007/s10648-006-9015-2
    • Nenniger, P. (2006). Comment on Perry and Winne's "Learning from learning kits: Study traces of students' self-regulated engagements with computerized content." Educational Psychology Review, 18, 233-237. (Pubitemid 44825044)
    • (2006) Educational Psychology Review , vol.18 , Issue.3 , pp. 233-237
    • Nenniger, P.1
  • 50
    • 22144451781 scopus 로고    scopus 로고
    • A conceptual framework for assessing motivation and self-regulated learning in college students
    • DOI 10.1007/s10648-004-0006-x
    • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407. (Pubitemid 40976017)
    • (2004) Educational Psychology Review , vol.16 , Issue.4 , pp. 385-407
    • Pintrich, P.R.1
  • 53
    • 7544241249 scopus 로고    scopus 로고
    • Self-regulated learning and internet searching
    • DOI 10.1111/j.1467-9620.2004.00406.x, Work Habits and Work Styles in School
    • Rogers, D.,&Swan, K. (2004). Self-regulated learning and internet searching. Teachers College Record, 106, 1804-1824. (Pubitemid 39453930)
    • (2004) Teachers College Record , vol.106 , Issue.9 , pp. 1804-1824
    • Rogers, D.1    Swam, K.2
  • 54
    • 0000917706 scopus 로고    scopus 로고
    • Why Do Some Students Avoid Asking for Help? An Examination of the Interplay among Students' Academic Efficacy, Teachers' Social-Emotional Role, and the Classroom Goal Structure
    • Ryan, A. M., Gheen, M. H., & Midgley, C. (1998).Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. (Pubitemid 128467783)
    • (1998) Journal of Educational Psychology , vol.90 , Issue.3 , pp. 528-535
    • Ryan, A.M.1    Gheen, M.H.2    Midgley, C.3
  • 56
    • 21244501389 scopus 로고    scopus 로고
    • Self-regulated learning: The educational legacy of Paul R. Pintrich
    • DOI 10.1207/s15326985ep4002-3
    • Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94. (Pubitemid 40900486)
    • (2005) Educational Psychologist , vol.40 , Issue.2 , pp. 85-94
    • Schunk, D.H.1
  • 60
    • 33745150017 scopus 로고    scopus 로고
    • Predicting homework effort: Support for a domain-specific, multilevel homework model
    • DOI 10.1037/0022-0663.98.2.438
    • Trautwein, U., Ludtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456. (Pubitemid 43892978)
    • (2006) Journal of Educational Psychology , vol.98 , Issue.2 , pp. 438-456
    • Trautwein, U.1    Ludtke, O.2    Schnyder, I.3    Niggli, A.4
  • 61
    • 0039002253 scopus 로고    scopus 로고
    • Procrastination: Self-regulation in initiating aversive goals
    • Van Eerde, W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology: An Internatinal Review, 49, 372-389.
    • (2000) Applied Psychology: An Internatinal Review , vol.49 , pp. 372-389
    • Van Eerde, W.1
  • 62
    • 18744377965 scopus 로고    scopus 로고
    • School stress in India: Effects on time and daily emotions
    • DOI 10.1080/01650250143000454
    • Verma, S., Sharma, D., & Larson, R. W. (2002). School stress in India: Effects on time and daily emotions. International Journal of Behavior Development, 26, 500-508. (Pubitemid 35378795)
    • (2002) International Journal of Behavioral Development , vol.26 , Issue.6 , pp. 500-508
    • Verma, S.1    Sharma, D.2    Larson, R.W.3
  • 63
    • 0035615670 scopus 로고    scopus 로고
    • The forgotten voices in homework: Views of students
    • Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155-165. (Pubitemid 33583732)
    • (2001) Educational Psychologist , vol.36 , Issue.3 , pp. 155-165
    • Warton, P.M.1
  • 64
    • 21344497242 scopus 로고
    • Expectancy-value theory of achievement motivation: A developmental perspective
    • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
    • (1994) Educational Psychology Review , vol.6 , pp. 49-78
    • Wigfield, A.1
  • 66
    • 0344232146 scopus 로고    scopus 로고
    • The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence
    • A. Wigfield & J. S. Eccles (Eds.) . San Diego, CA: Academic Press
    • Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 173-195
    • Wigfield, A.1    Eccles, J.S.2
  • 68
    • 7544234521 scopus 로고    scopus 로고
    • Putting volition towork in education
    • Winne, P.H. (2004). Putting volition towork in education. Teachers College Record, 106, 1879-1887.
    • (2004) Teachers College Record , vol.106 , pp. 1879-1887
    • Winne, P.H.1
  • 69
    • 0344062650 scopus 로고    scopus 로고
    • Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning
    • DOI 10.1207/S15326985EP3804-1
    • Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205. (Pubitemid 37470175)
    • (2003) Educational Psychologist , vol.38 , Issue.4 , pp. 189-205
    • Wolters, C.A.1
  • 70
    • 7544228541 scopus 로고    scopus 로고
    • Family help and homework management in urban and rural secondary schools
    • DOI 10.1111/j.1467-9620.2004.00405.x, Work Habits and Work Styles in School
    • Xu, J. (2004). Family help and homework management in urban and rural secondary schools. Teachers College Record, 106, 1786-1803. (Pubitemid 39453929)
    • (2004) Teachers College Record , vol.106 , Issue.9 , pp. 1786-1803
    • Xu, J.1
  • 71
    • 27744527694 scopus 로고    scopus 로고
    • Purposes for doing homework reported by middle and high school students
    • Xu, J. (2005). Purposes for doing homework reported by middle and high school students. The Journal of Educational Research, 99, 46-55. (Pubitemid 41595635)
    • (2005) Journal of Educational Research , vol.99 , Issue.1 , pp. 46-55
    • Xu, J.1
  • 72
    • 28244475710 scopus 로고    scopus 로고
    • Gender and homework management reported by high school students
    • DOI 10.1080/01443410500341023, PII M1381142513741
    • Xu, J. (2006). Gender and homework management reported by high school students. Educational Psychology, 26, 73-91. (Pubitemid 41709423)
    • (2006) Educational Psychology , vol.26 , Issue.1 , pp. 73-91
    • Xu, J.1
  • 73
    • 33947382696 scopus 로고    scopus 로고
    • Middle-school homework management: More than just gender and family involvement
    • Xu, J. (2007). Middle-school homework management: More than just gender and family involvement. Educational Psychology, 27, 173-189.
    • (2007) Educational Psychology , vol.27 , pp. 173-189
    • Xu, J.1
  • 74
    • 68049148113 scopus 로고    scopus 로고
    • Models of secondary school students' interest in homework: A multilevel analysis
    • Xu, J. (2008a). Models of secondary school students' interest in homework: A multilevel analysis. American Educational Research Journal, 45, 1180-1205.
    • (2008) American Educational Research Journal , vol.45 , pp. 1180-1205
    • Xu, J.1
  • 75
    • 40849106534 scopus 로고    scopus 로고
    • Validation of scores on the Homework Management Scale for high school students
    • Xu, J. (2008b). Validation of scores on the Homework Management Scale for high school students. Educational and Psychological Measurement, 68, 304-324.
    • (2008) Educational and Psychological Measurement , vol.68 , pp. 304-324
    • Xu, J.1
  • 76
    • 50849118846 scopus 로고    scopus 로고
    • Validation of Scores on the Homework Management Scale for middle school students
    • Xu, J. (2008c). Validation of Scores on the Homework Management Scale for middle school students. Elementary School Journal, 109, 82-95.
    • (2008) Elementary School Journal , vol.109 , pp. 82-95
    • Xu, J.1
  • 77
    • 77954012645 scopus 로고    scopus 로고
    • Homework Purpose Scale for high school students: A validation study
    • Xu, J. (2010a). Homework Purpose Scale for high school students: A validation study. Educational and Psychological Measurement, 70, 459-476.
    • (2010) Educational and Psychological Measurement , vol.70 , pp. 459-476
    • Xu, J.1
  • 78
    • 77956984753 scopus 로고    scopus 로고
    • Predicting homework distractions at the secondary school level: A multilevel analysis
    • Xu, J. (2010b). Predicting homework distractions at the secondary school level: A multilevel analysis. Teachers College Record, 112, 1937- 1970.
    • (2010) Teachers College Record , vol.112 , pp. 1937-1970
    • Xu, J.1
  • 79
    • 79953711814 scopus 로고    scopus 로고
    • Homework Purpose Scale for middle school students: A validation study
    • Xu, J. (2011). Homework Purpose Scale for middle school students: A validation study. Middle Grades Research Journal, 6, 1-14.
    • (2011) Middle Grades Research Journal , vol.6 , pp. 1-14
    • Xu, J.1
  • 80
    • 0032349481 scopus 로고    scopus 로고
    • Case studies of families doing third-grade homework
    • Xu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers College Record, 100, 402-436. (Pubitemid 128185182)
    • (1998) Teachers College Record , vol.100 , Issue.2 , pp. 402-436
    • Xu, J.1    Corno, L.2
  • 81
    • 1542394743 scopus 로고    scopus 로고
    • Family help and homework management reported by middle school students
    • Xu, J., & Corno, L. (2003). Family help and homework management reported by middle school students. Elementary School Journal, 103, 503-518.
    • (2003) Elementary School Journal , vol.103 , pp. 503-518
    • Xu, J.1    Corno, L.2
  • 82
    • 0030517374 scopus 로고    scopus 로고
    • Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school
    • Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys atGCSE: Some observations from the perspective of one school. British Journal of Sociology of Education, 17, 299-313. (Pubitemid 126333114)
    • (1996) British Journal of Sociology of Education , vol.17 , Issue.3 , pp. 299-313
    • Younger, M.1    Warrington, M.2
  • 83
    • 43449127813 scopus 로고    scopus 로고
    • Investigating self-regulation and motivation:Historical background, methodological developments, and future prospects
    • Zimmerman, B. J. (2008). Investigating self-regulation and motivation:Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.
    • (2008) American Educational Research Journal , vol.45 , pp. 166-183
    • Zimmerman, B.J.1
  • 84
    • 27644441559 scopus 로고    scopus 로고
    • Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs
    • DOI 10.1016/j.cedpsych.2005.05.003, PII S0361476X05000329
    • 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, 397-417. (Pubitemid 41548571)
    • (2005) Contemporary Educational Psychology , vol.30 , Issue.4 , pp. 397-417
    • Zimmerman, B.J.1    Kitsantas, A.2
  • 85
    • 0002204168 scopus 로고
    • Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use
    • 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, 51-59.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 51-59
    • Zimmerman, B.J.1    Martinez-Pons, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.