DuPage County Health Department, Eash Public Health Center, 1111 E. Jackson, 60148, Lombard, IL.
J Youth Adolesc. 1989 Dec;18(6):531-48. doi: 10.1007/BF02139072.
Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.
最近的研究质疑美国的教育体系是否充分地让孩子们为在当今社会有效地发挥作用做好准备。为了检验这个问题，本研究利用经验采样法来调查青少年花在课堂作业和家庭作业上的时间、他们在做作业时的内在主观体验以及他们在做作业时的同伴。还研究了这些变量与学生学习成绩之间的关系。结果表明，学生每周仅花 15.5 小时做作业，每周仅花 6 小时做家庭作业，而家庭作业时间的增加与学习成绩的提高有关。此外，研究发现，学生主要独自或在课堂上完成作业，尽管与父母一起做家庭作业与更好的学习成绩相关。最后，研究发现，学生在做课堂作业时的情绪相对中立，但在做家庭作业时情绪则比较消极，尤其是在独自做家庭作业时。讨论了这些发现对理解学校的社会化影响的意义。
