Transfer of self-regulation skills from the classroom to the home environment, through homework. A design-based research project
Homework offers pupils opportunities to practice self-regulatory skills, such as time management, planning and motivation regulation, outside the classroom. The guidance pupils receive in this regard is crucial. Insufficient or inadequate guidance increases the risk that differences between pupils in selfregulated learning (SRL) will widen rather than narrow. A well-thought-out homework policy, focusing on a clear objective, feedback, differentiation, collaboration with parents and the transfer of SRL strategies, can turn this risk into an opportunity. This is particularly relevant for pupils in the third stage of primary education and the first stage of secondary education. It is precisely during this transitional phase that patterns of procrastination or delaying behaviour emerge; moreover, these patterns risk remaining unresolved, as the development of metacognitive skills and self-regulation remains limited throughout secondary education. This is all the more significant because it is precisely from this point onwards that the amount of homework increases considerably, meaning that learning at home accounts for an ever-greater proportion of school-based learning.
This study aims to map out the current support for self-regulated learning (SRL) in relation to homework and homework policy among teachers and schools, and to translate identified gaps and needs into concrete design principles for homework (policy) and the development of products that can support teachers and schools in this regard. The focus here is on the third stage of primary education and the first stage of secondary education, as early intervention with SRL during this vulnerable transitional phase is crucial to preventing inequalities later on.
Through a cyclical process of analysis, design and evaluation spanning two implementation cycles in four classrooms, this design research will result in a tested and refined prototype that offers teachers and schools practical guidance for homework practices and policies that support self-regulated learning. Teachers will gain greater confidence and expertise, schools will benefit from a well-founded policy framework, and pupils will, in the long term, benefit from more effective support for their selfregulated learning.
