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Volitional Control and Homework: Teacher and Student Beliefs

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This article focuses upon students’ approach to, progress through, and success in assigned out-of-class school tasks (homework). Such tasks comprise situations where, in the absence of the teacher, the nature and extent of student’s volitional control over learning largely determine task completion and successful achievement. Two studies, one involving interviews with secondary school students, and one based on questionnaire completion by secondary school teachers, assist identification of factors that influence learner disposition and competence to enact volitional control in completing homework.
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Keywords: academic achievement; homework; self-regulated learning; students’ work; volition

Document Type: Research Article

Affiliations: The University of Melbourne

Publication date: 2004-01-01

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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