Abstract
Research has uncovered that to be successful in homework completion learners need to be self-regulated by setting goals, delaying gratification, selecting appropriate learning strategies, maintaining a high degree of self-efficacy, as well as self-monitoring and self-reflecting on homework outcomes. However, less is known how high school teachers impart instruction and assign tasks that enhance students’ high quality of homework completion. Using Zimmerman’s cyclical model of self-regulation of learning as a theoretical framework, the chapter begins with a description of a teacher’s journey integrating instructional approaches intended to promote self-regulation of learning and performance among high school learners. Then, a research scholar reflects about the teacher’s journey, which reveals positive relationships between homework and self-regulation, self-efficacy, culturally proactive pedagogy, and delay of gratification. The chapter concludes with implications for instructional practice and future research and proposes that a positive relationship between homework and a range of self-regulation skills exists that facilitates academic achievement and performance.
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Bembenutty, H., Hayes, A. (2018). The Triumph of Homework Completion: Instructional Approaches Promoting Self-regulation of Learning and Performance Among High School Learners. In: DiBenedetto, M. (eds) Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas. Springer, Cham. https://doi.org/10.1007/978-3-319-90928-8_15
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