A self-regulation intervention conducted by class teachers: impact on elementary students' basic psychological needs and classroom engagement.

Literature has reported a decrease in students' engagement throughout schooling, but more worrying, is that elementary students already show signs of disengagement. This data sets the case to develop interventions at this school level. The narrative-based intervention "Yellow Trials and Tribulations" aimed to promote self-regulation has been proven to positively impact elementary students' school engagement.

A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers' and Observers' Perceptions of Its Impact on Elementary Students.

Self-regulated learning contributes to students' academic success and their future as citizens. However, self-regulation skills are seldom or poorly promoted during instruction. To address this gap, the current article reports data on the implementation of an evidence-based intervention (i.

No Children Should Be Left Behind During COVID-19 Pandemic: Description, Potential Reach, and Participants' Perspectives of a Project Through Radio and Letters to Promote Self-Regulatory Competences in Elementary School.

Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning.

Online Homework Distraction Scale: A Validation Study.

Background: Increasingly, postsecondary students enroll in distance learning courses and complete homework online, which extends their learning opportunities regardless of where they are. Online homework requires self-control from students to cope with conventional and tech-related distractors, however research on this topic is scarce. There is a need to develop an instrument to assess online homework distractions in higher education.

The impact of three types of writing intervention on students' writing quality.

Students' writing constitutes a topic of major concern due to its importance in school and in daily life. To mitigate students' writing problems, school-based interventions have been implemented in the past, but there is still a need to examine the effectiveness of different types of writing interventions that use robust design methodologies. Hence, the present study followed a longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 370 fourth-grade students (nested in 20 classes).

Validity and reliability of the Parental Homework Management Scale.

Background: Prior research has shown that parents help their children manage homework (i.e. environment, time, motivation and emotion management), especially in elementary school.

"Homework Feedback Is…": Elementary and Middle School Teachers' Conceptions of Homework Feedback.

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis.

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design.

Parents' conceptions of their homework involvement in elementary school.

Background: Homework is a universal practice used in schools, and is commonly related to academic achievement. According to literature, parental homework involvement has positive and negative aspects, depending on parents’ behaviors.

Method: Assuming a phenomenographic perspective, this study examined 4th graders’ parents’ conceptions of their involvement in homework.

An explanatory model of the intention to continue studying among non-traditional university students.

Background: Although academic achievement is believed to be an important factor in students' decision to continue studying at university, research on this topic is limited.

Method: The current study analyzed the relationship between academic achievement and the intention of 327 non-traditional students to continue studying at university, using a path model.

Results: The central hypothesis of the study was confirmed, as the intention to continue studying was determined by previous academic results, although the amount of variance explained was relatively low (13%).