PDF(Pubmed)
Abstract：
Using education survey data from 153, 317 Grade 4 students and 150, 040 Grade 8 students in China, this study examined the relationship between time on homework and academic achievement and learning anxiety with hierarchical linear modeling (HLM) and classification and regression tree (CART) approaches. With a classification of time spent on homework into four related variables, this study found that, firstly, time spent on in-school homework during weekdays had positive effects on students\' achievement for both grades, and the positive effect was stronger for Grade 8 students than Grade 4 students. Moreover, a maximum of 1 h was recommended for Grade 4 students. Secondly, time spent on out-of-school homework on weekdays was negatively correlated with students\' academic achievement and positively with learning anxieties. It had greater detrimental effect on Grade 8 than Grade 4. Thirdly, Grade 8 students were encouraged to have more out-of-school homework on weekend with more than 2.8 h on average recommended. It was expected to complement extant studies and provide the practical findings for teachers, practitioners and school policy makers in making any homework assignment planning or conducting interventions.
摘要：
利用中国153、317名四年级学生和150、040名八年级学生的教育调查数据，本研究通过分层线性模型（HLM）和分类回归树（CART）方法研究了作业时间与学业成绩和学习焦虑之间的关系。将花在家庭作业上的时间分为四个相关变量，这项研究发现,首先,平日在学校作业上花费的时间对两个年级的学生都有积极的影响，8年级学生的积极作用强于4年级学生。此外，建议四年级学生最多1小时。其次,平日用于校外作业的时间与学生的学业成绩呈负相关，与学习焦虑呈正相关。它对8年级的不利影响大于4年级。第三，鼓励8年级学生在周末有更多的校外作业，平均建议超过2.8小时。它有望补充现有的研究，并为教师提供实践发现，从业者和学校政策制定者制定任何家庭作业计划或进行干预。
