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College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

机译：大学生的功课和学习成绩：自我调节信念的中介作用

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摘要

The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students’ homework completion and its relationship to college students’ development of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective.
机译：研究了223名大学生的家庭作业经历对学生学业成绩的影响。在这项研究中，学生的学习自我效能和所感知的责任信念被作为中介变量。学生的家庭作业通过这两种自我调节的信念间接地或直接地影响了他们的成绩。学习的自我效能感虽然与责任感有中等程度的关联，但预测课程成绩的能力比后者高。没有发现任何变量存在性别差异，这一发现扩展了先前基于高中女生的研究。从社会认知的角度讨论了对学生功课完成的重要性及其与大学生自我调节和积极的自我效能感发展关系的教育意义。

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