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Uso de diarios de tareas para casa en el inglés como lengua extranjera : evaluación de pros y contras en el aprendizaje autorregulado y rendimiento
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A pesar de la importancia de la realización de los deberes escolares (tareas para casa, TPC) en el aprovechamiento académico, hoy en día existe una enorme preocupación por la baja implicación de muchos alumnos en la realización de las TPC y su efecto en el alto fracaso escolar. En este estudio, centrado en el área académica del inglés (lengua extranjera), y en base a una muestra de 591 alumnos de 5º y 6º de Educación Primaria, se analiza el rol de diferentes variables relativas a las TPC en la determinación del rendimiento académico de los estudiantes (proximal y distal), teniendo en cuenta el papel potencialmente mediador de dicha relación del uso de estrategias de autorregulación del aprendizaje y la eficacia percibida. Los resultados obtenidos muestran que el efecto de las TPC sobre el rendimiento es indirecto, a través de las variables cognitivo-motivacionales consideradas (uso de estrategias de autorregulación del aprendizaje y la autoeficacia). Estos resultados son discutidos en la línea de convertir la realización de las TPC como elemento clave para afrontar el elevado fracaso escolar.
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.
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.
Descrição
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Contexto Educativo
Citação
ROSÁRIO, Pedro ...[et al.] - Uso de diarios de tareas para casa en el inglés como lengua extranjera: evaluación de pros y contras en el aprendizaje autorregulado y rendimiento. Psicothema. ISSN 0214 - 9915. Vol. 23, nº 4 (2011), p. 681-687
Editora
Colegio Oficial de Psicologos