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

• Autor(a) principal: Rosário, Pedro
• Data de Publicação: 2011
• Outros Autores: Mourão, Rosa, Trigo, Luísa Ribeiro, Suárez, Natalia, Fernández, Estrella, Tuero-Herrero, Ellián
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.14/11764

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.