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

Zimmerman, Barry J.; Kitsantas, Anastasia

doi:10.1016/j.cedpsych.2005.05.003

Cited by 373 publications

(310 citation statements)

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“…Most of the presented studies investigated effi cacy expectations in school children. Here, low effi cacy beliefs strongly impede scholastic performances ( Schunk, 1991 ;Zimmerman & Kitsantas, 2005 ). Low scholastic performance in turn will hamper professional success, and thus may even suppress economic success on a societal level, as a nation's wealth is also based on its people's skills ( Heckman, 2006 ).…”

Section: Resultsmentioning

confidence: 99%

Goal Pursuit in the Context of Culture

Oettingen¹,

Sevincer²,

Gollwitzer³

2008

Handbook of Motivation and Cognition Across Cultures

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Goal pursuit implies that people have the freedom to set themselves goals they want and can reach, and that they can strive for at their own pace using their own means. As cultures and political systems vary widely regarding the freedom they allow for such goal setting and goal striving, socio-cultural contexts should infl uence whether and how goal setting and goal striving occurs. For example, in a culture with binding norms of social reciprocity, accepting a dinner invitation implies that the guest will reciprocate in a form that matches the original event.To the contrary, in a culture where such norms have been fading, accepting such an invitation leaves the guest with the freedom to invite the host back or not; and even if she commits to returning the favor, she still has full freedom of when, where, and how to enact it.The role of culture in goal pursuit may thus be discussed at various levels of analysis. First, cultural norms and values might affect the determinants of goal setting and goal striving, desirability, and feasibility. Does culture affect what future outcomes and behaviors are perceived as desirable and thus qualify as

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Section: Resultsmentioning

confidence: 99%

Goal Pursuit in the Context of Culture

Oettingen¹,

Sevincer²,

Gollwitzer³

2008

Handbook of Motivation and Cognition Across Cultures

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“…High academic performance is linked with increased self-confidence and presumably it enhances students to accept greater responsibility for successful completion of tasks (Zimmerman, & Kitsantas, 2005). Some authors believe that students with higher self-efficacy achieve higher levels, because they are able to deal with cognitive demands more efficiently (Lane, & Lane, 2001), attempt to focus on master goals (Hsieh, Sullivan, & Guerra, 2007), perceive their learning as challenges/tasks that are interesting and valuable and apply reasonable learning strategies (Greene et al, 2004).…”

mentioning

confidence: 99%

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Verešová

Foglová²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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In the research we focused on an analysis of relationship between academic self-efficacy (ASE), heteronomous (AAH) and autonomous evaluation (AAA) of academic achievement of adolescents. We also analyse the intersexual differences in ASE, AAH and AAA in adolescents. The sample consisted of 107 adolescents (57 girls, 50 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by GPA. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement (expressed by a self-perceived quality level of knowledge and skill in 3 study subjects -Mathematics, Slovak language, English language and in all study subjects). Among adolescent boys and girls we noted significant differences in GPA (t=2.608, p=.010), the girls GPA was better than boys GPA. In the AAA we determined no evidenced significant intersexual differences (t=.724, p=.471), and in the ASE of adolescents there were no evidenced significant intersexual differences either (t=.019, p=.985). We identified a significant relationship between ASE and GPA (r =.269**, p =.005) and between ASE and AAA (r =.385**, p =.000). Analysing the relationship of autonomous evaluation of success in Mathematics, Slovak language and English language (as study subjects) we have come to the identical finding -there was a significant relationship with ASE of adolescents. We found out that GPA as an indicator of AAH strongly correlates with AAA of adolescent (r =.700**, p =.000).

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“…Le sentiment d'autoeffi cacité se défi nit comme l'évaluation qu'un individu fait de ses compétences dans un domaine d'activités donné (Bandura, 1989). À cet effet, Zimmerman et Kitsantas (2005) ont trouvé que les pratiques associées aux devoirs (qualité et quantité du temps accordé aux devoirs par les élèves) ne prédi-saient pas directement le rendement scolaire, mais plutôt le sentiment d'autoefficacité des élèves relativement à leur habileté à apprendre, et que cette variable jouait un rôle médiateur important entre les pratiques associées aux devoirs et le rendement scolaire.…”

Section: Les Devoirs Et La Motivation Des éLèvesunclassified

Les devoirs, corvée inutile ou élément essentiel de la réussite scolaire ?

Chouinard

Archambault

Rheault

2007

rse

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Les auteurs s’intéressent aux écrits scientifiques portant sur les devoirs. La recension effectuée montre que les devoirs constituent une pratique pédagogique diversifiée et controversée, dont la popularité est cyclique. Par ailleurs, alors que la majorité des études se sont intéressées à l’impact des devoirs sur le rendement scolaire, d’autres ont plutôt examiné la question dans la perspective de la motivation des élèves, du développement des habiletés cognitives ou des relations parents-enfant. Dans l’ensemble, même si les devoirs paraissent être une pratique pédagogique bénéfique, les résultats de recherche sont plutôt inconsistants et montrent bien la complexité de la question. Des pistes d’intervention sont suggérées aux éducateurs.A review of research reports in the area of homework shows that pedagogical practices in this area are both diversified and controversial, with cyclical popularity. While the majority of studies examine the impact of homework on school achievement, others examine the question as related to student motivation, development of cognitive abilities, or parent-child relationships. Overall, even if homework seems to be a beneficial pedagogical practice, research results show inconsistencies and underscore the complexity of this question. Several directions for intervention are suggested to educators.En la presente revisión de literatura, los autores se interesan a los escritos científicos referentes a las tareas. La recensión realizada demuestra que las tareas constituyen una práctica pedagógica diversificada y polémica, cuya popularidad es cíclica. Por otro lado, mientras la mayoría de los estudios se han interesado al impacto de las tareas sobre el rendimiento escolar, otros han examinado el tema en la perspectiva de la motivación de los alumnos, del desarrollo de las habilidades cognitivas o de las relaciones padres-hijos. En general, aun cuando las tareas parecen ser una práctica pedagógica benéfica, los resultados de investigación son más bien inconsistentes y muestran de manera evidente la complejidad del tema. Se sugieren algunas pistas de intervención a los educadores

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

Cited by 373 publications

References 20 publications

Goal Pursuit in the Context of Culture

Goal Pursuit in the Context of Culture

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Les devoirs, corvée inutile ou élément essentiel de la réussite scolaire ?

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