Examining the Relationships among Self-Regulated Learning, Homework Timeliness, and Course Achievement: A Context of Female Students Learning Quantitative Topics

Autor/inn/en	Muljana, Pauline S.; Dabas, Chitra S.; Luo, Tian
Titel	Examining the Relationships among Self-Regulated Learning, Homework Timeliness, and Course Achievement: A Context of Female Students Learning Quantitative Topics
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 2, S.143-162 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muljana, Pauline S.) ORCID (Dabas, Chitra S.) ORCID (Luo, Tian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1936703
Schlagwörter	Learning Strategies; Homework; Academic Achievement; Females; Mathematics Education; Time Management; Metacognition; Undergraduate Students; Learning Management Systems; Self Efficacy; Student Motivation; Questionnaires; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hausaufgabe; Schulleistung; Weibliches Geschlecht; Mathematische Bildung; Zeitmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Fragebogen
Abstract	Homework completion is associated with learning achievement, but students' challenges revolve around meeting deadlines and preventing procrastination. Promoting students' self-regulated learning (SRL) can overcome these challenges. We explored the role of SRL (forethought and learning strategies) on the timeliness of homework submissions performed by undergraduate female students in quantitative courses. Data were collected from a survey and Learning Management System log. A structural equation modeling analysis indicated that the forethought components had a direct effect on the learning strategies. The use of learning strategies significantly influenced homework timeliness, which then significantly affected course achievement. Discussion regarding mixed results and strategies for scaffolding SRL through homework assignments are included. A suggestion on guiding students to execute suitable learning strategies for mastering quantitative topics is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01