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ERIC Number: ED492948
Record Type: Non-Journal
Publication Date: 2005-Apr
Pages: 12
Abstractor: Author
Academic Achievement in a National Sample: The Contribution of Self-Regulation and Motivational Beliefs beyond and above Parental Involvement
Bembenutty, Hefer
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, Apr 2005)
This study examined the predictive association between gender, ethnicity, and homework parental involvement, self-regulated learning processes, and motivational beliefs among 10th grade high school students. It was predicted that students' motivational beliefs and self-regulatory processes would be significant predictors of students' math academic achievement beyond and above homework parental involvement, gender, and ethnicity of the students. A regression analysis revealed that motivational beliefs and use of self-regulated learning strategies are significant predictors of math standardized test scores beyond and above parental active and reactive homework involvement and the students' gender and ethnic differences. Students who engage in self-regulation are better able to perform on the math standardized test. Implications for instruction are also discussed. (Contains 3 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A