JultikaUniversity of Oulu repository

Homework is commonly assigned to primary school children, yet homework completion has not been associated with academic achievement in this age group. Nevertheless, homework has the potential to help children develop self-regulated learning strategies and adaptive beliefs. Previous studies focused on the tasks assigned only when discussing the guidelines for supporting self-regulation during homework. However, homework is a complex phenomenon including both the classroom and home environment; and several participants: teachers, parents and pupils. All these elements have the potential of affecting the homework process and its beneficial effects. Having a social-cognitive theoretical background, this thesis set out to explore the ways teachers support pupils’ self-regulation through homework. The research focuses on the different ways teachers could possible influence their students’ self-regulatory development: teacher beliefs, homework assignments and classroom environment. Data was collected from 13 fourth grade students (age 11) and two of their teachers from an urban school in Romania. The data consisted of open-ended interviews, which were analyzed using qualitative research methods. The main coding categories are: homework beliefs, homework assignments, classroom environment, home environment and learning strategies and self-motivation beliefs. Students’ and teachers’ views are compared in the results section. Results show that students’ and teachers’ beliefs about homework were similar, and they both recognized personal development as the main purpose of homework. The task types were diverse and most of them supported the use of self-regulation strategies, with projects and creative writing tasks standing out. Repetitive exercises were not seen by students as useful, while challenging exercises were seen as improving self-efficacy beliefs and self-confidence. The consequences of homework not done were related to focusing on grades and tests, while assessment of projects and writing tasks through feedback had positive associations. The results demonstrate that other elements than just the task influence students’ self-regulatory processes and beliefs while doing homework. This research contributed to both research on homework and the wider research of promoting self-regulation in the classroom. Practical recommendations are given to teachers on how to help children develop self-regulated learning skills through homework.