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.

摘要

家庭作业完成与学习成绩相关，但学生面临的挑战围绕着按时完成和防止拖延。促进学生的自主学习 (SRL) 可以克服这些挑战。我们探讨了 SRL（前瞻性和学习策略）对本科女学生在定量课程中提交作业的及时性的作用。数据是从调查和学习管理系统日志中收集的。结构方程模型分析表明，预见性成分对学习策略有直接影响。学习策略的使用显着影响家庭作业的及时性，进而显着影响课程成绩。包括关于通过家庭作业搭建 SRL 的混合结果和策略的讨论。