title: [English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement].
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.
authors: Facultad de Psicología, Universidad de Minho, 4710 Braga, Portugal. prosario@psi.uminho.pt
authors: Pedro
authors: P
authors: Rosário
authors: Rosa
authors: R
authors: Mourão
authors: Luisa
authors: L
authors: Trigo
authors: Natalia
authors: N
authors: Suárez
authors: Estrella
authors: E
authors: Fernández
authors: Ellián
authors: E
authors: Tuero-Herrero
mesh_terms: D000293:Adolescent; D002648:Child; D004522:Educational Status; D054242:Emigrants and Immigrants; D005260:Female; D006801:Humans; D007802:Language; D007858:Learning; D008297:Male; D011996:Records