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ERIC Number: EJ847522
Record Type: Journal
Publication Date: 2009-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1556-1623
College Students' Homework and Academic Achievement: The Mediating Role of Self-Regulatory Beliefs
Kitsantas, Anastasia; Zimmerman, Barry J.
Metacognition and Learning, v4 n2 p97-110 Aug 2009
The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students' homework completion and its relationship to college students' development of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A