Homework takes place in one important setting beyond the classroom in which self-regulation capability can be learned. Students are expected to independently manage homework-including, for example, planning their time, organizing the workspace, staying focused, maintaining the strength of homework intention, persisting at difficult assignments, inhibiting homework distractions, and debilitating unwanted emotions surrounding homework tasks. However, the issue of how students manage homework has received little attention in homework research literature, especially at the middle school level. Some researcher recently linked family help and time spent on homework to students' attitudes toward homework and their use of homework management strategies. The results suggested that family help and time spent on homework were related to homework attitudes and management strategies. However, that study was limited to a group of high school students. The present study used the same methodology to relate family help and time spent on homework to homework attitudes and management strategies studied previously. The present study is based on a survey of 400 students in grades 7-8 in the Sanandaj, capital of Kurdistan province in Iran. In the survey, the students were asked to indicate whether or not they had received family homework help. They were also asked about how much time they spent on homework during a typical week, with possible responses ranging from .49 hr or less to 21.00 hr and up. They were further asked about their attitudes toward homework using a twenty five-item. In addition, the students were asked about homework management strategies that they may use to aid homework completion. The homework management scale consisted of twenty-three items, informed by relevant literature. This scale consisted of items relating to arranging the homework environment, managing time, focusing attention, monitoring motivation, and controlling emotion. The results from the present stu
