Relationships of Attitudes toward Homework and Time Spent on Homework to Course Outcomes: The Case of Foreign Language Learning

Autor/inn/en	Chang, Charles B.; Wall, Daniel; Tare, Medha; Golonka, Ewa; Vatz, Karen
Titel	Relationships of Attitudes toward Homework and Time Spent on Homework to Course Outcomes: The Case of Foreign Language Learning
Quelle	In: Journal of Educational Psychology, 106 (2014) 4, S.1049-1065 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036497
Schlagwörter	Second Language Learning; Adult Students; Student Attitudes; Homework; Assignments; Time on Task; Academic Achievement; Outcomes of Education; Feedback (Response); Grading; Grade Point Average; Relevance (Education); Standardized Tests; Scores; Correlation; Regression (Statistics); Predictor Variables; Psychometrics + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Hausaufgabe; Assignment; Auftrag; Zuweisung; Zeitaufwand; Schulleistung; Lernleistung; Schulerfolg; Notengebung; Schulnote; Relevance; Relevanz; Standadised tests; Standardisierter Test; Korrelation; Regression; Regressionsanalyse; Prädiktor; Psychometry; Psychometrie
Abstract	In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01