Homework is a well known teaching strategy in schools all over the world. Considered as a very complex process, homework is said to be affected by numerous factors, being these cognitive, motivational, social or even contextual. Several studies have privileged time spent on homework has main variable, however homework research findings and new approach perspectives suggest the need to study other important and impacting variables. The goal of the present study is analyzing Math perceived self-efficacy and three other dimensions rarely approached in homework literature (e.g. number of Math homework assignments, completion rate and perceived correction of homework assigned) as predictors of middle school students' (aged 10-11) Math achievement. Data suggest that Math achievement is positive and significantly explained by the chosen variables. Findings stress the importance of rethinking homework as a renewed instructional tool designed to achieve success.
Homework; Academic achievement; Self regulated learning; Mathematics
