A Person-Centred Approach to Understanding Self-Regulation in Homework Using Latent Profile Analysis

Autor/inn/en	Xu, Jianzhong; Corno, Lyn
Titel	A Person-Centred Approach to Understanding Self-Regulation in Homework Using Latent Profile Analysis
Quelle	In: Educational Psychology, 42 (2022) 6, S.767-786 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2041556
Schlagwörter	Homework; Metacognition; Learning Strategies; Mathematics Achievement; Profiles; Time Management; Study Habits; Classification; Grade 7; Grade 8; Grade 9; Self Control; Attention Control; Foreign Countries; Correlation; China + Suchen Sie Ihr Suchwort? Hausaufgabe; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charakterisierung; Profilanalyse; Zeitmanagement; Study behavior; Study behaviour; Studienverhalten; Classification system; Klassifikation; Klassifikationssystem; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Selbstbeherrschung; Aufmerksamkeitstest; Ausland; Korrelation
Abstract	The current investigation used latent profile analysis (LPA) to categorise students according to their strategies for managing mathematics homework. A sample of 918 Chinese students in grades 7-9 rated their use of seven homework management strategies; namely, arranging the environment, managing time, monitoring motivation, managing emotion, cognitively reappraising information, and handling both conventional and technological distractions. LPA identified five distinct profiles that could be labelled: "High Across All Strategies," "Moderate Across All Strategies," "Low Across All Strategies," "Low Except for Handling Distractions," and "Low Handling Distractions." Profile membership was related to homework effort, completion, and mathematics achievement. Students who profiled high across all strategies outperformed the other groups on these outcome variables. Taken together, the study's results offer insight into self-regulation of homework behaviour that can have important implications for homework research and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01