To be successful in homework completion, learners need to be self-regulated by setting homework goals, selecting appropriate learning strategies, maintaining motivation, monitoring progress, and evaluating homework outcomes. This article examines the role of self-regulation of learning on assigned homework. The findings reveal positive relationships between homework activities and self-efficacy, responsibility for learning, and delay of gratification. A positive relationship between homework and a range of self-regulation skills exists that facilitates academic achievement and performance. Homework assignments can enhance the development of self-regulation processes and self-efficacy beliefs, as well as goal setting, time management, managing the environment, and maintaining attention. Some educational programs may be inadequately attuned to the self-regulatory needs of learners that are vital for effective learning. Students engage in multiple maladaptive homework behaviors to cope with homework demands. Those maladaptive behaviors call for more self-regulatory learning training for students and educators. In addition, the author demonstrated how we can use research to transform the public view of homework, which will result in a more positive disposition of learners. This article provides a starting point from which to launch renewed efforts to continue examining the strengths and limitations of current homework practices.
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