从小学到初中数学作业时间的持续有效性：中国的一项纵向研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-02-01 DOI:10.1016/j.lindif.2025.102642

Lidong Wang , Mengying Li , Yifang Wu , Yali Hu , Liang Luo

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引用次数: 0

摘要

数学家庭作业在东亚很普遍，因为教师和家长都相信它能提高学生的学习成绩；然而，它的长期有效性尚未确定。本研究采用纵向设计，分析了五年级学生数学家庭作业时间对其成绩的长期影响。我们对 3194 名五年级至七年级学生的数学成绩以及他们在五年级第一学期的数学家庭作业时间进行了跟踪调查。我们进行了学生报告问卷调查，设计了数学测试工具来追踪成绩的回顾性纵向变化，并使用层次线性模型分析了每天数学家庭作业时间对成绩的影响。结果显示，没有证据表明在小学阶段布置更多的家庭作业会提高学生初中阶段的数学成绩。研究结果扩展了现有关于家庭作业有效性的知识，为学生发展提供了启示，并对教育实践和未来研究产生了影响。

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Persistent effectiveness of mathematics homework time from primary school to early middle school: A longitudinal study from China

Mathematics homework is common in East Asia, as teachers and parents believe it will improve students' academic performance; however, its long-term effectiveness has not been determined. This study analysed the long-term effect of fifth-grade students' mathematics homework time on their achievement using a longitudinal design. We tracked the mathematics achievement of 3194 students between grades five and seven and their mathematics homework time during the first semester of grade five. We administered a student-reported questionnaire, designed a mathematics testing instrument to track retrospective longitudinal variations in achievement, and analysed the effectiveness of daily mathematics homework time on achievement using hierarchical linear modelling. The results revealed no evidence that assigning more homework in primary school enhanced students' mathematics achievement in early middle school. The findings extend existing knowledge of homework effectiveness, provide insights for student development, and offer implications for educational practice and future research.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).