English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The current investigation used latent profile analysis (LPA) to categorise students according to their strategies for managing mathematics homework. A sample of 918 Chinese students in grades 7–9 rated their use of seven homework management strategies; namely, arranging the environment, managing time, monitoring motivation, managing emotion, cognitively reappraising information, and handling both conventional and technological distractions. LPA identified five distinct profiles that could be labelled:  High Across All Strategies ,  Moderate Across All Strategies ,  Low Across All Strategies ,  Low Except for Handling Distractions , and  Low Handling Distractions . Profile membership was related to homework effort, completion, and mathematics achievement. Students who profiled high across all strategies outperformed the other groups on these outcome variables. Taken together, the study’s results offer insight into self-regulation of homework behaviour that can have important implications for homework research and practices.

A person-centred approach to understanding self-regulation in homework using latent profile analysis