| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 364913 | Learning and Individual Differences | 2013 | 6 Pages |
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.
