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Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning

Chang, C. B. and Wall, D. and Tare, M. and Golonka, E. and Vatz, K. (2014) 'Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.' Journal of Educational Psychology, 106 (4). pp. 1049-1065.

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Alternative Location: http://dx.doi.org/10.1037/a0036497

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.

Item Type: Articles
SOAS Departments & Centres: Faculty of Languages and Cultures > Department of Linguistics
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LD Individual institutions (United States)
P Language and Literature > P Philology. Linguistics
ISSN: 0022-0663
Copyright Statement: Accepted for publication on February 11, 2014 at Journal of Educational Psychology (http://www.apa.org/pubs/journals/edu/index.aspx). Copyright APA. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
DOI (Digital Object Identifier): 10.1037/a0036497
Depositing User: Dr. Charles Chang
Date Deposited: 21 Nov 2014 16:34
URI: http://eprints.soas.ac.uk/id/eprint/18999

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