The homework management–homework behavior link is stronger for girls than for boys¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In multigroup SEM, the effect of homework management on homework behavior was stronger for girls (β = 0.56, p <.01) than boys (β = 0.34, p <.05), a statistically significant difference (Δχ² = 11.52, p =.01). → Süleyman Avcı 2025

Evidence¶

Süleyman Avcı 2025¶

Süleyman Avcı, Mustafa Özgenel, Akif Avcu. (2025). Teacher involvement and self-regulation in homework: impact on secondary school students’ homework behavior. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09431-3

q3 · i? · associational · r2

Multigroup SEM with nfemale = 257 and nmale = 268; chi-square difference tests compared structural paths across gender. The management–behavior path was "notably stronger for girls (β = 0.56, p <.01) than for boys (β = 0.34, p <.05)".

"the influence of homework management on homework behavior was notably stronger for girls (β = 0.56, p <.01) than for boys (β = 0.34, p <.05). The chi-square difference test confirmed that this gender-based difference was statistically significant (Δχ² = 11.52, p =.01)."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — a broader claim this one bears on
• Homework management skills partially mediate the relationship between teacher homework involvement and homework behavior — related
• The homework management–homework behavior link is stronger for grades 7–8 than for grades 5–6 — related
• Students who use homework management skills at a high level are more likely to complete their homework — a broader claim this one bears on
• CVT structural relations are largely stable across gender and prior-education groupings, supporting relative universalism under variable-centered tests — related