Using homework tutoring to promote self-regulated learning in deprived pupils: a case study in Hong Kong

• Published in: Education 3-13 Vol. 49; no. 8; pp. 957 - 969
• Main Author: Xu, Huixuan
• Format: Journal Article
• Language: English
• Published: Long Marston Routledge 17-11-2021; Taylor & Francis Ltd
• Subjects: After School Programs; At risk students; Attention Control; Case studies; Cognitive Processes; deprived pupils; Educational Finance; Educational psychology; Elementary School Students; Foreign Countries; Homework; Hong Kong; Independent study; Learning Strategies; Low Income Students; Self Control; Self Motivation; Self regulation; Self-regulated learning; Student Motivation; Time Management; Tutoring; Hong Kong; Hong Kong China; China
• ISSN: 0300-4279; 1475-7575
• DOI: 10.1080/03004279.2020.1817967

With the aim to provide proper educational support for socially and economically deprived students, the present study examined a homework tutoring programme that focused on self-regulated learning (SRL) and implemented at an afterschool setting in Hong Kong. The programme was designed according to Zimmerman's SRL model, integrated explicit and implicit instruction, and took a social psychologist perspective. The findings from multiple sources of data showed that the overall effect of the programme was observed as small to moderate yet the tutees' positive changes in the use of four SRL strategies were reported: managing time, monitoring the use of cognitive strategies in doing homework, maintaining motivation and handling distraction, and arranging the sequence of assignments. The present study confirms the role of SRL-based homework tutoring in the promotion of deprived pupils' SRL capacity. This result may encourage more research efforts in the future to explore proper educational support for deprived students at after-school settings, with an ultimate aim to reduce the gap of inequality in education.