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      The importance of homework in determining immigrant students' grades in schools in the USA context

      1 , 2 , 3 , 1
      Educational Research
      Informa UK Limited

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          The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations.

          In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.
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            Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research

            S. Sirin (2005)
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              Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003

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                Author and article information

                Journal
                Educational Research
                Educational Research
                Informa UK Limited
                0013-1881
                1469-5847
                March 26 2009
                March 2009
                March 26 2009
                March 2009
                : 51
                : 1
                : 1-25
                Affiliations
                [1 ]a Teaching & Learning, New York University , New York, USA
                [2 ]b Applied Psychology, New York University , New York, USA
                [3 ]c Institute for Education and Social Policy, New York University , New York, USA
                Article
                10.1080/00131880802704624
                dc193574-09c8-45f9-9112-566eb33c9a0a
                © 2009
                History

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