ABSTRACT
Since students are asked to maintain the needed focus and effort to complete homework assignments with less structure, supervision, social pressures, and time constraints than exist in the classroom (Cooper et al. 2006; Wolters 2003), doing homework is frequently viewed as an important vehicle for developing good study habits and desirable self-regulatory strategies (Cooper 1989; Corno 1994, 1996; Corno and Xu 2004; Epstein and Van Voorhis 2001; Warton 2001; Xu and Corno 1998, 2006). Not until very recently, however, has research begun to examine this issue empirically. Several studies investigated homework management strategies as reported by secondary school students (e.g. related to arranging the environment, budgeting time, monitoring attention, monitoring motivation, and coping with negative affect) (Xu 2004, 2007; Xu and Corno 2003, 2006). Yet, these studies often involved samples of largely middle class Caucasian students, without examining the hierarchical structure of the data (i.e. students nested within classes). In addition, these studies did not incorporate other important variables that may infl uence homework management (e.g. teacher feedback).
