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In this study, we used survey data from 121 urban middle school students (in grades 6, 7, and 8) to define 5 features of homework management: setting an appropriate work environment; managing the time spent; and controlling attention, motivation, and potentially interfering emotions. 2 of these features, arranging the environment and controlling emotions, related systematically to family help with homework. Homework management indices were unrelated to standardized achievement test scores. The discussion builds on extant research to deepen understanding of how standards, modeling, and appropriate feedback from family and schools can help develop students' skills in managing homework into the adolescent years.
Xu et al. (Thu,) studied this question.
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