Resumo

CUNHA, Jennifer Silva da; NUNES, Ana Rita Silva; MARTINS, Juliana Andreia Oliveira  e  MOREIRA, Tânia Marlene Teixeira. Homework: Yes or no? A self-regulated learning perspective. Educ. Puc. [online]. 2018, vol.23, n.3, pp.385-406. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n3a4105.

Homework is a set of tasks assigned by teachers to their students to be completed during non-school hours. The debate for and against homework seems endless. Schools, media, teachers, students, parents and school administrators all provide arguments for and against homework, but these are not always evidence-based. The selection of the articles included in this study was carried out according to each phase of homework (preparation, completion and monitoring). Based on empirical studies conducted over the last few years, the aim of the present article is to stimulate the reflection on this topic. Given that the teacher is responsible for managing homework, we believe that the teacher can be an agent of change in attitudes towards homework and, above all, its application. Thus, we will highlight the teachers’ role in the three phases of the homework process (preparation, completion and monitoring of homework) from a self-regulated learning perspective. We intend, therefore, to promote a deep reflection on homework practices and, consequently, its application based on research, which has important benefits for students. The “yes or no” answer to Homework will depend on its application.

Palavras-chave : Self-regulated learning; Academic achievement; Homework.

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