کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
364913 | 621097 | 2013 | 6 صفحه PDF | دانلود رایگان |

Under the umbrella of the social cognitive theory of self-regulation of learning, we examined the association between homework practices of college students, motivation and self-regulation of learning, and final course grades. Data from one hundred thirty-three college students, who completed measures of help-seeking, self-efficacy, intrinsic motivation, and homework logs suggested that the relationship between students' beliefs and homework practices are associated with their academic performance, reported use of adaptive help-seeking, and motivational beliefs. Results support the use of homework logs, and the consideration of students' self-efficacy, intrinsic motivation, and use of help-seeking strategies related to homework completion to help explain the development of self-directed learners.
► Homework is important for learning.
► Homework depends on goals.
► Homework helps self-regulation.
► Homework is related to academic achievement.
► Homework is related to self-efficacy.
Journal: Learning and Individual Differences - Volume 24, April 2013, Pages 83–88