Metacognition and Learning

, Volume 4, Issue 2, pp 97–110 | Cite as

College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

Article

Abstract

The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students’ homework completion and its relationship to college students’ development of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective.

Keywords

Self-regulated learning College students Homework Self-efficacy 

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Copyright information

© Springer Science + Business Media, LLC 2008

Authors and Affiliations

  1. 1.George Mason UniversityFairfaxUSA
  2. 2.City University of New YorkNew YorkUSA

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