ERIC Number: EJ1384715
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: EISSN-1945-0818
Available Date: N/A
Examining the Relationships among Self-Regulated Learning, Homework Timeliness, and Course Achievement: A Context of Female Students Learning Quantitative Topics
Journal of Research on Technology in Education, v55 n2 p143-162 2023
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.
Descriptors: Learning Strategies, Homework, Academic Achievement, Females, Mathematics Education, Time Management, Metacognition, Undergraduate Students, Learning Management Systems, Self Efficacy, Student Motivation, Questionnaires
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A
Author Affiliations: N/A