On the Relationship between Academic Self-Regulation, Self-Efficacy, and Homework

Research indicates that homework generally has positive effects on students’ academic outcomes. Homework is a teacher-initiated method for directing students to study more effectively on their own in their out-of-school time. Not only does homework serve to convey academic knowledge to students, but it may also prompt them to engage in self-initiated and self-directed studying. The purpose of this descriptive-correlational study was to investigate the relationship between academic self-regulation, self-efficacy, and homework among students of high schools of Ahvaz. The sample consisted of 150 students who were selected by multi-stage sampling method from both sexes. All the students responded to academic self-regulation, self-efficacy, and academic homework questionnaires. Data were analyzed using Pearson correlation and multi regression method. The results indicated that there was a significant and positive relationship between academic self-regulation, self-efficacy, and homework. Stepwise regression analysis showed that academic self-regulation could best be predicted through academic homework and vise versa.