Uso de diarios de tareas para casa en el inglés como lengua extranjera: evaluacion de pros y contras en el aprendizaje autorregulado y rendimiento

Translated title of the contribution: English as a foreign language (EFL) homework diaries: evaluating gains and constraints for selfregulated learning and achievement

Pedro Rosário*, Rosa Mourão, Luísa Trigo, Natalia Suárez, Estrella Fernández, Ellián Tuero-Herrero

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)
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Abstract

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.
Translated title of the contributionEnglish as a foreign language (EFL) homework diaries: evaluating gains and constraints for selfregulated learning and achievement
Original languageSpanish
Pages (from-to)681-687
Number of pages7
JournalPsicothema
Volume23
Issue number4
Publication statusPublished - 2011

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