Abstract:
One of the key understandings required for the development of a sense of responsibility is the understanding of self-regulation. In this study, children from grades 2, 4, and 6 were asked about homework practices and their ideas about self-regulation in regard to homework, for instance, remembering without being reminded. Results indicated few age differences in practices, but an age-related shift in ideas from other-regulated to self- regulated. It is argued that parents and teachers assist children to be responsible by giving reminders long after the children have understood the general principle of self-regulation.