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Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs

Zimmerman, Barry J.; Kitsantas, Anastasia


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{
  "description": "The present study investigated the role of students' homework practices in their self-eYcacy\nbeliefs regarding their use of speciWc learning processes (e.g., organizing, memorizing, concentrating,\nmonitoring, etc.), perceptions of academic responsibility, and academic achievement.\nOne hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families\nresiding in a major metropolitan area of the United States were studied in a parochial school\nthat emphasized homework in the curriculum with more than 3 h of work assigned daily. Path\nanalyses showed signiWcant paths (a) from homework experiences to the girls' self-eYcacy for\nlearning beliefs and their perception of student responsibility for academic outcomes, and (b)\nfrom these two academic beliefs to the girls' academic grade point average at the end of the\nschool term. The implications of these Wndings for future research and school policy will be\ndiscussed", 
  "license": "https://creativecommons.org/licenses/by-sa/4.0/legalcode", 
  "creator": [
    {
      "@type": "Person", 
      "name": "Zimmerman, Barry J."
    }, 
    {
      "@type": "Person", 
      "name": "Kitsantas, Anastasia"
    }
  ], 
  "headline": "Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2005-10-01", 
  "url": "https://zenodo.org/record/940375", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.1016/j.cedpsych.2005.05.003", 
  "@id": "https://doi.org/10.1016/j.cedpsych.2005.05.003", 
  "@type": "ScholarlyArticle", 
  "name": "Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs"
}
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