Session Information
14 SES 06, Learning at Home: Attitudes and Strategies
Paper Session
Contribution
Homework takes place in one important setting beyond the classroom in which self-regulation capability can be learned. Students are expected to independently manage homework-including, for example, planning their time, organizing the workspace, staying focused, maintaining the strength of homework intention, persisting at difficult assignments, inhibiting homework distractions, and debilitating unwanted emotions surrounding homework tasks. However, the issue of how students manage homework has received little attention in homework research literature, especially at the middle school level. Some researcher recently linked family help and time spent on homework to students' attitudes toward homework and their use of homework management strategies. The results suggested that family help and time spent on homework were related to homework attitudes and management strategies. However, that study was limited to a group of high school students. The present study used the same methodology to relate family help and time spent on homework to homework attitudes and management strategies studied previously.
Method
Expected Outcomes
References
Xu, J. (2004). Family help and homework management in urban and rural secondary schools. Teachers College Record, 106(9), 1786-1803. Xu, J. (2005). Homework attitudes and management strategies. Academic Exchange Quarterly, 9(4), 239-243. Xu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers College Record, 100(2), 402-436. Xu, J., & Corno, L. (2003). Family help and homework management reported by middle school students. Elementary School Journal, 103(5), 503-518. 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). Retrieved March 15, from http://www.umaine.edu/jrre/21-2.htm. Xu, J., & Yuan, R. (2003). Doing homework: Listening to students', parents', and teachers' voices in one urban middle school community. School Community Journal, 13(2), 25-44
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