Does homework behavior mediate the relation between personality and

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先写作业后锻炼的英语

先写作业后锻炼的英语Certainly! Here's an example of content that could be usedfor an English lesson with the title "Doing Homework Before Exercise":Vocabulary:1. Homework - tasks or assignments given by teachers to be done outside class.2. Exercise - physical activity to improve health and fitness.3. Prioritize - to arrange in order of importance.4. Productive - yielding good results.5. Schedule - a plan for carrying out a process or procedure, giving lists of intended events and times.Reading Passage:After a long day at school, it's tempting to jump straightinto physical activities to unwind. However, many studentsfind that completing their homework before engaging inexercise can be more productive.Firstly, finishing homework early allows students to focus on their studies without distractions. This can lead to better understanding and retention of the material.Secondly, when students prioritize their homework, they oftenfeel a sense of accomplishment, which can boost their mood and motivation. This positive mindset can make exercise more enjoyable and rewarding.Lastly, having a set schedule can help students manage their time effectively. By doing homework before exercise, they can ensure that both their academic responsibilities and physical health are taken care of.Discussion Questions:1. Why is it important to prioritize tasks?2. How does completing homework early affect your mood and motivation?3. What are some benefits of having a consistent schedule?4. Can you share your personal experience with doing homework before exercise? How did it impact your day?Writing Prompt:Write a short essay on why you think it's beneficial to do homework before engaging in physical activities. Include at least three reasons and provide examples to support your argument.Grammar Focus:The present perfect tense can be used to describe actionsthat have been completed before now and have relevance to the present moment.Example sentence: "I have finished my homework, so I can go for a run now."This content is designed to engage students in the topic of time management and the benefits of completing tasks in a certain order. It includes vocabulary, a reading passage, discussion questions, a writing prompt, and a grammar focus to reinforce learning.。

职称考试英语阅读理解

一、Sleep is something we generally associate with living persons or animals. Of course,it is true that a lot of animals sleep, but zoologists are not certain that primitive forms of animal life, like worms ever really sleep. On the other hand, animals such as bears sleep for 4 or 5 months every year.The amount of sleep human beings need varies with people of different ages, habits and possibly races. For example, doctors think that pre-school children need between 10 and 12 hours a night; school children between 9 and 11 hours; and adults between 7and9 hours. There are rare healthy. The sleep requirements of different races also appearto be different. Japanese people, for example, sleep fewer hours than Europeans.It is not known for certain if the activi ty of a man’s mind (besides dreaming) occurs when he is asleep. However, it is certainly true that some people can wake up at a pre-determined time. There are also stories about some math’s professors who solve difficult problems during sleep, because their subconscious minds continue working on the problem.译文：我们一般把睡眠与活着的人和动物联系在一起。

打游戏和写作业的区别英语

Playing video games and doing homework are two distinct activities that serve different purposes and have different impacts on an individuals life.Heres a detailed comparison between the two:1.Purpose:Video Games:The primary purpose of playing video games is entertainment and relaxation.They are designed to provide an enjoyable experience,challenge the player, and sometimes offer an escape from reality.Homework:Homework is assigned by teachers to reinforce the material taught in class, to develop students understanding of the subject,and to improve their problemsolving and critical thinking skills.2.Engagement:Video Games:Games often require active engagement from the player,involving quick reflexes,strategic thinking,and sometimes teamwork.They can be immersive and can keep players engaged for hours.Homework:Homework requires a different type of engagement,often more focused and less interactive.It involves reading,writing,calculating,and applying knowledge in a more structured manner.3.Time Management:Video Games:There is no strict time limit for playing games,and players can choose when to start and stop.However,excessive gaming can lead to procrastination and affect other responsibilities.Homework:Homework has deadlines,usually in the form of due dates.It requires effective time management to ensure that assignments are completed on time.4.Learning Outcomes:Video Games:While some video games can enhance cognitive skills,problemsolving abilities,and even teach historical or scientific concepts,they are not a direct substitute for formal education.Homework:Homework is a direct tool for learning and academic development.It helps in consolidating classroom lessons and can improve grades and understanding of the subject matter.5.Social Interaction:Video Games:Many games offer multiplayer options,allowing players to interact with others online,fostering a sense of community and teamwork.Homework:Homework is typically a solitary activity,though group projects can involve collaboration.It does not usually involve the same level of social interaction asgaming.6.Physical Activity:Video Games:Traditional video games are mostly sedentary activities,although some games incorporate physical movement,such as with the Nintendo Wii or VR games. Homework:Homework is also a sedentary task,but it does not involve physical exertion.Its important for students to balance homework time with physical activity.7.Reward Systems:Video Games:Games often have builtin reward systems,such as points,levels,or achievements,which can be motivating and satisfying for players.Homework:The rewards for completing homework are typically longterm,such as better grades and a deeper understanding of the subject,rather than immediate gratification.8.Impact on Mental Health:Video Games:While games can be a source of stress relief,excessive gaming can lead to addiction and negatively impact mental health.Homework:Homework can cause stress due to academic pressure,but it also contributes to a sense of accomplishment and achievement when completed.9.Cultural and Creative Aspects:Video Games:Games can be a form of art and storytelling,offering rich narratives, characters,and worlds that can be culturally enriching.Homework:Homework can also be creative,especially in subjects like literature,art, or music,but it is often more focused on factual knowledge and analytical skills.10.Parental Involvement:Video Games:Parents may need to monitor the content and time spent on gaming to ensure it is ageappropriate and does not interfere with other activities. Homework:Parents often play a role in helping with homework,providing resources, and ensuring that their children are completing their assignments.In summary,while both video games and homework can be enjoyable and rewarding in their own ways,they serve different functions in a persons life.Balancing time spent on both can lead to a wellrounded lifestyle that includes leisure,relaxation,and academic growth.。

家庭作业多不多应该多不多的英语作文

家庭作业多不多应该多不多的英语作文全文共6篇示例，供读者参考篇1Is Homework Too Much or Not Enough?Hi there! My name is Timmy and I'm 10 years old. Today I want to talk about a really big problem that us kids face - homework! Some people think we get too much homework, while others think we should get even more. In my opinion, the amount of homework we get is just right, but I know a lot of my friends disagree with me. Let me explain why I feel this way.First of all, I actually like doing homework. I know, I know, that probably sounds super weird coming from a kid! But hear me out. The homework we get helps me practice all the stuff we learned in class that day. If I didn't do any homework, I'd probably forget everything my teacher taught really quickly. The homework helps me remember better.Plus, I feel a huge sense of accomplishment when I finish all my homework for the night. It's hard work, but finishing it makes me feel proud of myself. I get this warm, fuzzy feeling inside knowing that I put in a good effort. My parents are always sohappy and proud of me too when I show them my completed homework. That makes me feel great!I'll admit, some nights the homework does feel like a lot. Especially if I have a big test or project coming up on top of my regular homework. Those nights can be really tough and stressful. But my parents remind me to take breaks when I need them. They tell me to go outside and play for a little while to recharge if I'm feeling overwhelmed. Taking little breaks here and there really does help.My friends who think we get too much homework make some good points too though. Sometimes I do feel like I spend my whole evening doing homework instead of having free time to just be a kid and have fun. And homework can be frustrating when I don't understand something and my parents can't help me. That's when I feel like giving up.But overall, I still think the amount of homework I get is just right for helping me learn and grow. Maybe by middle school it will start to feel like too much. But for now, while I'm still in elementary school, the homework doesn't bother me that much. It's a chance to practice what I'm learning and make my parents proud.What do you guys think - is homework too much or not enough? I'd love to hear your opinions! Maybe you can change my mind. But for now, I'm going to keep on trucking and doing my homework every night. Just call me the homework master!That's my take on the homework situation. Thanks for reading my essay! I'll talk to you all again soon.篇2Too Much Homework or Not Enough?Hi there! My name is Jamie and I'm a 5th grader at Oakwood Elementary School. Today I want to talk to you about a very important issue that affects kids like me every single day - homework! How much homework is too much? Or could it be that we don't have enough? It's a controversial topic for sure.In my opinion, I think we get way too much homework these days. I'll explain why I feel that way, but I also want to look at the other side and why some people think kids need more homework. It's a complicated issue without any easy answers. But I'll do my best to lay it all out for you.Let me start by describing my typical weekday routine. I wake up at 6:30am, get ready for school, have a quick breakfast,and then head to the bus stop. School starts at 8am and doesn't finish until 3pm. That's already a really long day for a kid! By the time I get home around 3:30pm, I'm exhausted.But the day isn't over yet, not even close. I usually have a snack and try to relax for a little bit. However, my backpack is loaded down with homework from all my different classes - math, reading, science, social studies, and more. I'll spend at least 3 hours every night working on homework assignments. Sometimes even more if I have a big project due.I don't finish my homework until 7pm or later most nights. Then it's dinner, maybe some TV, and trying to get to bed by9pm so I can start it all over again the next day. That's an absolutely grueling schedule for a 10-year-old kid! Where is the time for fun, games, friends, sports, or just being a child? Too much homework robs us of our childhoods in my opinion.On top of the heavy workload, a lot of the homework just feels pointless or repetitive. We're doing assignment after assignment practicing the same skills over and over again. Couldn't we learn it properly in class and then just do a little bit of homework to reinforce those concepts? The sheer volume of it is overwhelming.Excessive homework can also be a source of extreme stress, anxiety, and frustration for students. We spend our whole day at school and still have to work several more hours at night doing academic work. It never ends! That constant pressure is unhealthy, especially for kids. We're not robots, we need breaks and free time too.Those are some of the biggest problems with too much homework as I see it. However, I can understand the argument for why homework is necessary and potentially beneficial. One of the main points is that it reinforces what we learned in class that day. Going over the material again at home helps solidify those concepts in our minds.Homework also teaches students crucial skills beyond just academics - responsibility, time management, perseverance, and developing good work habits. If we can learn to manage our homework successfully, it helps prepare us for bigger challenges down the road. Things like balancing work, family, chores and other commitments as adults.Some people argue that homework helps create a vital link between school and home. It lets parents see what their kids are working on and get involved in their education. When familiesget on the same page and work together, students tend to perform better academically.Another benefit of homework is that it gives students opportunity to learn and work independently without relying on constant guidance from the teacher. It encourages self-discipline, problem solving abilities and academic self-reliance.So those are some of the potential upsides to homework that I can understand. But in my opinion, based on my personal experience, the negatives drastically outweigh any of the potential positives. The extreme workload, repetitive busywork, and stress it causes kids just isn't worth any incremental academic benefits.A much better solution would be to have a reasonable amount of homework, streamlined to just focus on the most essential practice. Maybe an hour or two per night at most, not the 3-4 hours that are common now. And absolutely no homework over holidays or weekends - kids need time to recharge!Teachers could get creative too and make homework more enjoyable, rather than just tedious worksheets and problem sets. For example, maybe we read a fun novel at home instead of dry textbooks. Or work on a creative hands-on project reinforcingscience concepts rather than answering endless fact-recall questions.That kind of approach would make homework feel less like a chore and more like an opportunity to actually learn in an engaging way. But when it's just an overwhelming deluge of busywork, homework becomes something to dread rather than embrace.In conclusion, as a student I really feel like we are assigned far too much homework these days. I understand that some homework is necessary to reinforce our learning. But the extreme volumes of it have become unmanageable, stressful, and detrimental to our wellbeing as kids. We need more balance - enough homework to be beneficial, but not so much that it takes over our entire lives outside the classroom.I hope teachers, parents, administrators and others involved in education listen to the concerns of students like me. We're the ones in the trenches dealing with these homework battles every single night. A few thoughtful adjustments could make a huge difference in our lives. Thanks for reading, and think about joining @kidsagainsthomework on Instagram to get involved!篇3Is Homework Too Much or Not Enough?School is hard work, but homework is even harder! At least that's what I think. Every day after coming home from school, I have piles and piles of homework waiting for me. Math worksheets, spelling lists, reading logs, you name it! Sometimes I feel like I spend more time doing homework than I do actually being at school.My mom and dad are always saying "Back in our day, we had way more homework than you do!" Yeah right, I'm not buying that one. I have so much homework, I barely have time for anything else! By the time I've finished all my assignments, it's already time for bed. No playing outside, no watching TV, no fun at all. Just homework, homework, and more homework.I can't be the only one who feels this way, right? I asked my best friend Timmy if he has a lot of homework too, and he said he does. He told me he stayed up until 10 o'clock one night working on a huge project for science class! Can you believe that?A nine-year-old staying up past his bedtime just to get his homework done. It's too much if you ask me.The thing is, I actually don't mind doing homework. Well, I don't love it or anything, but I know it's important for learning and getting good grades. What I don't like is how much of itthere is. It just seems excessive sometimes. Like, why do we need a worksheet for every single math lesson? Can't we just do the examples in class and be done with it? Reading logs are another thing that drive me crazy. I have to write down every book I read, along with a summary, my favorite part, my least favorite part, the author's name, and about a million other details. By the time I've filled out the log, I've forgotten what the book was even about!I think homework would be a lot more bearable if there was just less of it overall. Maybe we could have homework, but just for our major subjects like math and language arts. Or maybe we could have homework, but only a few assignments per week instead of every single night. I'm sure my parents, teachers, and principal have reasons for giving us so much homework. But from a kid's perspective, it definitely feels like too much most of the time.Now, I don't want you to think that I'm just a lazy kid who doesn't want to do any work. That's not it at all! I actually like learning new things and getting good grades. Homework itself isn't the problem – it's the amount of homework that's the issue. Some homework is okay, but too much homework is, well, too much!I have plenty of friends who feel the same way I do about homework. We all wish we had just a little bit less of it. That would free up time for other important things, like playing outside, spending time with our families, or just being kids! Getting some exercise and fresh air after sitting in school all day is really important for a kid's health and wellbeing. Homework kind of gets in the way of that.You might be thinking "Less homework? This kid just wants to goof off and play video games all night!" But that's not true at all. Free time doesn't just mean zoning out in front of a screen. It means having time to explore other interests and hobbies too. Maybe I would join a sports team, or take an art class, or learn how to play an instrument. Maybe Timmy would finally get to join the Scouts like he's always wanted to. There's so much more to being a kid than just schoolwork.At the same time, I can totally see the other side of this homework debate. My teacher is always saying "The more you practice, the better you'll get. Homework helps reinforce what you learned in class that day." She has a point – the repetition probably does help the lessons stick in my brain better. I also know that homework helps get me ready for bigger challenges later on, like harder assignments, tests, and even college one day.If I'm not putting in the work now, how will I handle everything that's coming down the road? Creating good study habits takes practice.So I can definitely understand why homework is important and maybe even necessary. But that still doesn't change how I feel about the amount of it. Moderation is key, right? A little homework is good, but too much is just too much! There has to be a happy medium in there somewhere.Whenever this conversation comes up with my parents, they always say the same thing: "Homework builds character. Dealing with challenges and learning how to manage your time – that's what's really important." As much as I hate to admit it, they're probably right. Homework is teaching me discipline, perseverance, and other important life skills. It's training me how to prioritize, multi-task, and handle stress. Dealing with a heavy homework load is hard, but it's getting me ready for even bigger challenges in the future.Maybe that's the real answer here: homework shouldbe just challenging enough, but not too overwhelming. It's all about strikingthe right balance. The goal shouldn't be to bury kids under piles of busywork, but it shouldn't be a total breeze either. Homework, at least in moderation, teaches invaluable skillsbeyond just academics. Time management, work ethic, intellectual stamina – these are all traits that will serve me well in my future, whatever I decide to do with my life.My verdict? A little homework is okay. Too much homework is not okay. What I'm looking for is that happy middle ground that will help me learn and grow without burning me out completely. Maybe a few assignments per week, but leaving me some free time in the evenings and weekends. That feels manageable yet still challenging enough to keep me sharp. As long as I have a little wiggle room to still be a kid, bring on the homework! After all, nobody said growing up was easy. With some perseverance and the right mindset, I can conquer any homework battle. Just don't make me pull any more all-nighters, okay?篇4Too Much Homework? Or Not Enough?Hi there! My name is Jamie, and I'm a 10-year-old student in the 5th grade. Today, I want to talk about a topic that's been on my mind a lot lately – homework. Specifically, whether we should have more homework or less homework. It's a big debate, andI've heard lots of different opinions from my friends, parents, and teachers.Let me start by saying that I don't mind doing homework. I know it's important for helping us learn and practice the things we're taught in class. But sometimes, I feel like I have way too much homework, and it gets really overwhelming. Like last week, I had a huge math assignment, a book report to write, a science project to work on, and spelling words to study – all due the next day! I was up until almost midnight trying to get everything done, and I was exhausted the next day in school.I think having too much homework can actually be bad for kids. When we're overloaded with work, it's hard to focus and do our best on each assignment. We end up rushing through things and not really learning or understanding the material. Plus, all that stress and lack of sleep can make us moody, anxious, and even sick.On the other hand, I know some kids who don't get enough homework. They just have a little bit each night, and they finish it really quickly. Then they just play video games or watch TV for hours. I don't think that's good either, because they're not practicing and reinforcing what they learned in class. They might forget things or fall behind.So, in my opinion, the amount of homework we get should be just right – not too much, but not too little either. Maybe instead of giving us a huge load of work all at once, teachers could spread it out more evenly throughout the week. That way, we'd have a manageable amount each night, and we wouldn't get so overwhelmed.I also think the type of homework we get is really important. Worksheets and textbook questions can get pretty boring after a while. It would be great if teachers could mix it up and give us more creative, hands-on projects or activities that make us think in different ways. That would make homework more interesting and enjoyable, instead of just feeling like a chore.Another idea is to give us some choice in our homework assignments. For example, instead of everyone having to write the same essay, we could choose our own topics to write about based on our interests. Or in math, we could pick which types of problems we want to practice. Having a say in our homework would make us more motivated to do it, because we'd be working on things that interest us.So maybe there could be clearer instructions or guidelines for parents on how to help with homework without doing it all for us. Or maybe there could be homework hotlines or onlineresources where parents can get help if they're stuck on something. That way, homework would be a team effort between students, parents, and teachers, instead of just falling on our shoulders alone.At the end of the day, I know that homework is an important part of learning and growing. But I also know that too much of it can be really overwhelming and counterproductive. We need to find that "Goldilocks zone" where the amount of homework is just right – not too much, not too little, but just enough to challenge us and help us solidify what we're learning in class.What do you think? Do you agree that we need to find a better balance with homework? Or do you have a different perspective? I'd love to hear your thoughts! After all, this is an issue that affects all of us students, as well as our parents and teachers. Maybe if we work together, we can come up with homework policies and practices that work for everyone.Thanks for reading my essay! I know I had a lot to say on this topic, but it's something that's really important to me and my classmates. We want to learn and succeed, but we also want to have time for other activities, friends, and family. With a little creativity and teamwork, I'm confident we can figure out the homework situation and make it work for everyone.篇5Is Homework Too Much or Not Enough?Hi there! My name is Lily and I'm in 5th grade. Today, I want to talk to you about something that's been on my mind a lot lately – homework! I'm sure you all have different opinions on this topic, but let me share my thoughts.First of all, I think a little bit of homework is necessary. It helps us practice what we've learned in class and make sure we understand the material. If we didn't have any homework at all, it would be really easy to forget everything as soon as we left school. Homework also teaches us important skills like time management, responsibility, and discipline.However, too much homework can be really stressful and overwhelming, especially for kids our age. Sometimes, I feel like I'm spending more time on homework than I do actually being a kid and having fun! It's not uncommon for me to have several hours of homework every night, plus projects and test preparation on top of that. By the time I'm done, I'm exhausted and don't have much energy left for playing, reading for pleasure, or spending time with my family.I think a big part of the problem is that we have homework from so many different subjects every single day. On Mondays, I might have math, science, and English homework. On Tuesdays, it's social studies, Spanish, and more math. It never ends! And if I don't understand something, I can easily get stuck and end up spending way too long on one assignment.Another issue is that not all homework assignments are equally valuable. Sometimes, the homework just feels like busy work – like we're doing it just for the sake of doing it, not because it's actually helping us learn. Wouldn't it be better to have fewer assignments, but ones that are really meaningful and help us truly grasp the concepts?I've also noticed that some of my classmates struggle a lot more with homework than others. For kids who have learning differences, disabilities, or just learn at a different pace, the amount of homework we get can be really overwhelming and discouraging. I have a friend who has dyslexia, and she often ends up in tears because of all the reading and writing assignments. That doesn't seem fair to me.Don't get me wrong, though – I'm not saying we shouldn't have any homework at all! I know it's important for reinforcing what we learn. But I do think there needs to be a better balance.Maybe we could have a maximum of one or two assignments per night, and they could be more focused and high-quality instead of just busy work.It would also be great if teachers could coordinate with each other more, so we don't end up with a huge pile of homework all due on the same day. And for kids who need it, maybe there could be homework clubs or tutoring sessions after school to get some extra help.At the end of the day, I think homework is meant to support our learning, not make us miserable. We're just kids, and we need time to play, explore our interests, and be with our families too. Too much homework can lead to frustration, exhaustion, and even health issues like stress, anxiety, and lack of sleep.So, what do you think? Do you agree that there needs to be a better balance when it comes to homework? Or do you think kids these days just need to toughen up and get it done? I'm really curious to hear your perspectives!Either way, I hope teachers and parents will consider making some changes so that homework can be a helpful tool without taking over our entire lives. We love learning, but we also love having fun and being kids. With a little bit of moderation andunderstanding, I think we can find a way to make homework work for everyone.Thanks for reading, and let me know what you think in the comments below!篇6Too Much Homework or Not Enough? A Kid's PerspectiveI'm just a kid, but I have a big opinion when it comes to homework. The amount we get can sometimes feel like wayyyy too much. Other times, I'm left wanting more! Let me explain from a student's point of view.First off, I actually like homework. It gives me a chance to practice what I've learned in class and reinforce those concepts. The repetition helps things stick in my brain. I feel accomplished when I complete all my assignments too. However, and this is a big HOWEVER, too much homework can be overwhelming and stressful. Overwhelming and stressful is definitely no fun for a kid.Last year in 4th grade, I remember having three or four different subjects per night, each with worksheets or workbook pages to complete. I'd get home around 3:30pm and wouldn't bedone with everything until 8 or 9pm some nights! That's like having a second shift after already putting in a full school day. By the end, I was exhausted, cranky, and didn't feel like playing or hanging out with my family. My brain felt fried.When it gets excessive like that, homework stopped being helpful and started feeling like torture. I'd get frustrated and zone out instead of focusing. Maybe mistakes were made. Maybe I rushed just to get it over with instead of taking my time. All that work, but was I really learning and retaining everything? Probably not as much as I could have.This year in 5th grade has been better so far in terms of homework load. There's usually just one or two bigger assignments per night. That feels much more reasonable and manageable for my age. I have enough time to complete the work calmly and thoroughly, double check it, and still have energy afterwards to be a kid - running around outside, doing activities, bonding with my parents and siblings.Moderation is key when it comes to homework amounts for elementary schoolers in my opinion. A total ban on homework isn't the answer though. We do need some practice to solidify our learnings from each day. But the amount should be capped at a reasonable level, with plenty of breaks and free time bakedin too. Maybe teachers from each grade could even discuss and get on the same page about workloads?Another thought - the type of homework assigned could use an upgrade. It's usually just pencil and paper worksheets regurgitating the same concepts. That's fine, but also gets redundant and tedious. Why not switch it up with more interactive activities, games, hands-on projects, creative writing assignments, videos to watch and comment on, or educational websites and apps? Engaging homework makes it feel less like extra "work" and more like fun extensions of what we're covering in class.For example, in science this year we learned about electricity and circuits. Our homework was always filling out dry worksheets describing the flow of electrons. But if we had to actually build our own simple circuits using batteries, wires, and light bulbs - how cool would that have been? I would have gladly spent hours experimenting and playing around with it at home because it's so hands-on and visually engaging.Same goes for writing homework. Prompting us to write a fictional story, poem, comic strip or sketch is way more interesting than answering comprehension questions about a random article or book chapter. Those get monotonous quicklyfor a kid's creative mind. I'm way more inspired to write when the assignments tap into my imagination and allow me to express myself.At the end of the day, I'm just a 10-year-old kid trying to enjoy my childhood. I love learning new things, but homework amounts have to be balanced carefully. Too little isn't enough reinforcement. Too much bogs me down and makes me resent it. Mixing up the assignment types and making them interactive would be a game-changer too. Hopefully someday schools will find that sweet spot!Those are just my thoughts as a current elementary student. We're the ones in the homework trenches after all. Maybe teachers and parents could get some students' perspectives when designing homework policies? Just a thought from someone who's lived it. For now, I'll just keep grinding away and hoping for that perfect balanced homework load. A kid can dream, right?。

how does homework affect student’s scores

how does homework affect student’s scores Homework can have both positive and negative effects on students' scores. Here are a few ways homework can impact student performance:1. Practice and reinforcement: Homework gives students an opportunity to practice and reinforce the concepts learned in class. This can help improve their understanding and retention of the material, leading to higher scores.2. Time management skills: Completing homework assignments requires students to manage their time effectively, prioritize tasks, and meet deadlines. Developing these skills can positively impact their overall academic performance and scores.3. Increased engagement: Homework assignments can motivate students to engage more actively with the subject matter. When students are actively involved in their learning, they are more likely to understand and perform well on assessments.4. Individual learning pace: Homework allows students to work at their own pace and explore topics in greater depth. Students who require additional time and practice to grasp certain concepts can benefit from the personalized nature of homework.On the other hand, homework can also have negative effects if not properly managed:1. Excessive workload: When students are overwhelmed with an excessive amount of homework, it can lead to stress, fatigue, and alack of motivation. This can negatively impact their ability to focus and perform well on assessments.2. Limited family time and extracurricular involvement: A heavy homework load can reduce the time students have for family activities, hobbies, and extracurricular activities. Balancing homework with other aspects of life is crucial for holistic development and well-being.3. Inequity and inequality: Some students may have more access to resources, support, or a conducive environment for completing homework assignments. This can create disparities in academic performance and scores between students who have more advantages and those who do not.It is important for educators to strike a balance in assigning homework, considering individual needs, and providing support to ensure that it positively impacts students' scores and overall academic journey.。

写作业影响邻居吗英语

写作业影响邻居吗英语Certainly! Here's a short essay on the topic "Does Doing Homework Affect Neighbors?":Does Doing Homework Affect Neighbors?In the modern era, where cohabitation is a common practice, the question of whether doing homework affects neighbors is a valid concern. Homework is an integral part of a student's academic life, but it can sometimes lead to disturbances that extend beyond one's own household.Firstly, the noise level is a significant factor. If a student is working on a project that involves loud discussions, playing audio, or using noisy equipment, it can easily disturb neighbors, especially during quiet hours. Itis essential for students to be mindful of the volume oftheir activities and to communicate with neighbors if they anticipate needing to make noise.Secondly, the time of day when homework is done can also be a consideration. Late-night study sessions, while necessary for some, can lead to disturbances if the student is not careful with their noise levels. It is respectful to try to complete homework during the day or early evening, and if late-night work is unavoidable, to keep noise to a minimum.Thirdly, the physical space where homework is conducted plays a role. If a student is working in a shared or semi-private space, such as a balcony or a common area, it can impact neighbors who share that space. It is important to respect shared spaces and to find a suitable, private area for study.However, it is also worth noting that not all homework activities are disruptive. Quiet study, reading, or writing assignments are less likely to cause disturbances. Moreover, with the rise of digital tools and resources, many students can now complete their homework with minimal noise and without the need for physical space.In conclusion, while doing homework can potentially affect neighbors, it largely depends on the nature of the work, the time it is done, and the space in which it is conducted. By being considerate and communicative, students can ensure that their academic responsibilities do not become a source of conflict with their neighbors.This essay provides a balanced view on the topic, discussing potential disturbances and ways to mitigate them, while also acknowledging the importance of homework in a student's education.。

作业不是写作业的过程英语

Homework is not merely the act of writing assignments it encompasses a variety of educational activities designed to reinforce and deepen students understanding of the material covered in class.Here are some key aspects of homework that extend beyond the simple act of writing:1.Review and Reinforcement:Homework helps students review what they have learned during the day,reinforcing the concepts and making them more likely to remember them in the long term.2.Practice and Proficiency:Through homework,students can practice skills and concepts, which is essential for developing proficiency and mastery.3.Application of Knowledge:Homework often requires students to apply what they have learned in new contexts or to solve problems,which helps them understand the practical applications of their knowledge.4.Development of Study Skills:The process of completing homework can teach students how to manage their time effectively,prioritize tasks,and develop good study habits.5.Encouragement of Independence:By working on homework,students learn to think independently and take responsibility for their own learning.6.Preparation for Future Lessons:Homework can sometimes serve as a preview of what will be covered in future lessons,allowing students to come to class better prepared.7.Engagement with Course Material:Homework can increase students engagement with the course material,making them more likely to participate actively in class discussions.8.Assessment of Understanding:Teachers can use homework to assess students understanding of the material and identify areas where they may need additional help.9.Cultivation of Discipline:Regularly completing homework helps students develop discipline and a strong work ethic,which are valuable skills in both academic and professional settings.10.Opportunity for Creativity:Some homework assignments encourage creativity, allowing students to express themselves and explore new ideas in relation to the subject matter.11.Feedback and Improvement:Homework provides an opportunity for students toreceive feedback from teachers,which can help them identify areas for improvement and grow academically.12.Building a Growth Mindset:The challenges presented by homework can help students develop a growth mindset,understanding that effort and persistence lead to learning and improvement.In summary,homework is a multifaceted educational tool that goes beyond writing to include the development of cognitive,metacognitive,and behavioral skills necessary for academic success and personal growth.。

学生应该写作业吗英语辩论

学生应该写作业吗英语辩论Affirmative Argument:1. Development of Skills: Writing assignments are crucial for the development of critical thinking and analytical skills. They require students to process information, form arguments, and articulate their thoughts clearly.2. Reinforcement of Knowledge: Homework assignments serve asa means to reinforce what has been taught in class. Byapplying concepts learned during lectures, students cansolidify their understanding and recall of the material.3. Time Management: Completing assignments teaches studentsto manage their time effectively. It prepares them for future responsibilities, including those in their professional lives.4. Self-Discipline: The discipline required to complete homework assignments on time is a valuable life skill. It instills a sense of accountability and responsibility.5. Preparation for Exams: Regular homework assignments help students prepare for exams by familiarizing them with thetypes of questions they might encounter and the level ofdetail required in their responses.Negative Argument:1. Overburdened Students: Excessive homework can lead to stress and burnout among students. It may leave them with little time for rest, relaxation, and other activities that are crucial for their overall well-being.2. Diminished Quality of Learning: When students are overwhelmed with homework, the quality of their learning can suffer. They may rush through assignments without fully understanding the material.3. Impact on Creativity: Too much emphasis on homework can stifle creativity. Students need time to explore their interests and engage in activities that foster creativity and innovation.4. Inequality in Learning: Homework can widen the gap between students who have access to resources and support at home and those who do not. This can lead to an unfair advantage for some and disadvantage for others.5. Lack of Engagement: Students who are constantly burdened with homework may become disengaged from their studies. This lack of engagement can lead to a negative attitude towards learning and a disinterest in academic pursuits.Conclusion:While homework can be beneficial for reinforcing learning and developing important life skills, it is essential to strike a balance. Educators should consider the quantity and quality of assignments, ensuring that they are meaningful and do notoverburden students. The goal should be to foster a love for learning and prepare students for success, both academically and in life.。

玩手机不写作业的作文英语

Playing with a smartphone instead of doing homework is a common issue among students today.This behavior can lead to a variety of negative consequences,affecting not only academic performance but also the overall development of a student.Firstly,spending excessive time on a smartphone can distract students from their studies. The constant notifications,social media updates,and games can be very enticing,making it difficult for students to focus on their homework.This lack of concentration can result in poor completion of assignments,leading to lower grades.Secondly,the overuse of smartphones can also impact a students physical health. Prolonged periods of sitting and staring at a screen can cause strain on the eyes and lead to posture problems.Additionally,the lack of physical activity associated with excessive smartphone use can contribute to obesity and other health issues.Moreover,relying on smartphones for entertainment can hinder a students social skills. Instead of engaging in facetoface interactions,students may prefer to chat or play games on their phones.This can lead to a lack of communication skills and an inability to form meaningful relationships with peers.Furthermore,the use of smartphones can also affect a students mental wellbeing.The constant comparison to others on social media can lead to feelings of inadequacy and low selfesteem.Additionally,the fear of missing out FOMO can cause anxiety and stress,as students feel the need to constantly check their phones for updates.To address this issue,it is essential for parents and educators to set boundaries and encourage a balance between technology use and academic responsibilities.This can include setting specific times for homework and limiting the use of smartphones during these periods.Encouraging students to participate in extracurricular activities and hobbies can also help to reduce their dependence on smartphones.In conclusion,while smartphones offer numerous benefits,their overuse can have detrimental effects on a students academic performance,physical health,social skills,and mental wellbeing.It is crucial for students to understand the importance of prioritizing their studies and maintaining a healthy balance between technology use and other aspects of their lives.。

从不按时写作业用英语写

When it comes to writing assignments,there are several reasons why someone might not complete them on time.Here are some common scenarios and the English phrases that could be used to describe this situation:1.Procrastination:This is the act of delaying or postponing tasks to a later time,often until its almost too late.I always put off my homework until the last minute.ck of Time Management:Some students struggle with organizing their time effectively,leading to missed deadlines.I find it hard to manage my time,so my assignments often get pushed back.3.Distraction:Distractions can come in many forms,from social media to video games, and can easily derail a students focus.I get easily distracted and before I know it,the time for homework is gone.4.Difficulty with the Subject:Sometimes,the material is too challenging,and students struggle to make progress.The subject is difficult for me,and it takes me longer to understand the concepts, which delays my homework.5.Overwhelmed by Workload:Juggling multiple assignments and responsibilities can be overwhelming and lead to some tasks being neglected.Im overwhelmed with the amount of work I have,and my homework often suffers as a result.ck of Motivation:A lack of interest in the subject or the assignment can cause students to avoid starting their work.I lack motivation to do my homework because I dont see the point in it.7.Health Issues:Sometimes,physical or mental health issues can affect a students ability to complete assignments on time.Ive been struggling with health issues that have made it hard for me to focus on my homework.8.Personal Issues:Family or personal problems can also take a toll on a students ability to meet deadlines.Ive been dealing with some personal issues that have taken my attention away from my assignments.9.Poor Planning:Not setting aside enough time for homework or not understanding the assignment requirements can lead to lastminute rushes.I didnt plan well,and now Im scrambling to finish my homework.10.Technological Issues:Problems with technology,such as a computer crash or internet issues,can disrupt the completion of digital assignments.I had technical difficulties that prevented me from submitting my homework on time. If youre looking for a more formal or academic way to express these issues,you might say:There has been a consistent pattern of delayed homework submissions due to various factors such as procrastination,time management challenges,and distractions.The inability to adhere to deadlines for homework assignments can be attributed to a complex interplay of motivational,organizational,and external constraints. Remember,its important to address these issues and find strategies to overcome them to improve academic performance and reduce stress.。

形容写作业动力的句子英语

1.The thought of impressing my professor with a wellresearched paper fuels my motivation to complete the assignment.2.The anticipation of a high grade spurs me to diligently work on my homework.3.The desire to deepen my understanding of the subject matter keeps me focused on my assignments.4.The challenge of a complex problem invigorates my determination to finish my homework.5.The satisfaction of crossing tasks off my todo list is a strong motivator to get my assignments done.6.The prospect of free time after completing my work pushes me to tackle my assignments with zeal.7.The fear of falling behind in my studies compels me to stay on top of my homework.8.The opportunity to excel academically is a powerful incentive to complete my assignments promptly.9.The sense of accomplishment from submitting wellcrafted work is a driving force behind my homework efforts.10.The support and encouragement from my peers inspire me to put my best foot forward with my assignments.11.The knowledge that my hard work will pay off in the long run is a constant motivator to complete my homework.12.The competitive nature of my academic environment pushes me to excel in my assignments.13.The opportunity to demonstrate my skills and abilities is a significant reason for my commitment to homework.14.The potential to receive positive feedback from my instructors is a strong motivator to do my best on assignments.15.The realization that my homework contributes to my overall learning experience keeps me motivated to complete it.。

听音乐写作业受影响吗英语

Listening to music while doing homework can have both positive and negative effects on an individuals performance.Here are some of the potential impacts:1.Distraction:Music with lyrics can be distracting,especially for tasks that require deep concentration or memory recall.The brain has to process the lyrics,which may divert attention from the homework.2.Enhanced Mood:Music can improve mood and reduce stress,which can be beneficial for completing tasks that might otherwise feel overwhelming or tedious.3.Increased Motivation:Upbeat music can boost motivation and energy levels, potentially making it easier to start and continue working on assignments.4.Improved Focus:For some individuals,background music without lyrics,such as classical or instrumental music,can help to create a focused atmosphere and reduce distractions from external noises.5.Cognitive Performance:Some studies suggest that certain types of music,particularly those with a consistent beat and without lyrics,can improve cognitive performance on certain tasks.6.Personal Preference:The impact of music on homework can vary greatly depending on personal preference.Some people find music helpful,while others may find it disruptive.7.Type of Task:The type of homework can also influence whether music is beneficial or not.For tasks that require creative thinking,music might enhance the process,but for tasks that require memorization or logical reasoning,it might be counterproductive.8.Volume Level:The volume at which music is played can affect concentration levels. Loud music can be more distracting than music played at a lower volume.9.Familiarity:Listening to familiar music can be less distracting than trying to process new or unfamiliar songs,as the brain does not have to work as hard to recognize and process the music.10.Habit:If you are used to studying with music,it might be part of your routine and could potentially disrupt your concentration if you try to work in silence.Its important to experiment and find what works best for you.Some people may find thatusing music as a study aid is beneficial,while others may need a quiet environment to focus effectively on their homework.。

主人写作业不专心英语

主人写作业不专心英语Certainly! Here's a lesson plan for a class focused on the topic "Lack of Concentration While Doing Homework":LessonObjective: To help students understand the importance of concentration and learn strategies to improve their focuswhile doing homework.Warm-Up Activity (5 minutes):- Discussion Prompt: "What are some common distractions when you are trying to do your homework? How do they affect your concentration?"Introduction (10 minutes):- Lecture: Briefly explain the concept of concentration andits significance in learning and completing tasks efficiently. - Visual Aid: Use a diagram or infographic to show thebrain's focus mechanism and how distractions can disrupt it.Interactive Activity (15 minutes):- Group Work: Divide students into small groups and have them brainstorm ways to minimize distractions and improve concentration.- Sharing: Each group presents their strategies to the class.Instructional Segment (20 minutes):- Presentation: Introduce various techniques to enhance concentration such as the Pomodoro Technique, setting specific goals, and creating a conducive environment.- Demonstration: Show a short video or give a live demonstration of one of these techniques.Practice Activity (15 minutes):- Individual Task: Students will apply one of the techniques to a short homework task provided in class.- Reflection: After completing the task, students write down their observations on how the technique affected their concentration.Wrap-Up (5 minutes):- Whole Class Discussion: Discuss the effectiveness of the techniques used and any challenges faced.- Homework Assignment: Students are to choose one technique to practice at home for a week and keep a journal of their experiences.Closure:- Summary: Recap the importance of concentration and the strategies learned.- Encouragement: Motivate students to continue practicing these techniques to improve their study habits.Materials Needed:- Whiteboard and markers- Diagrams or infographics- Video or demonstration materials- Handouts with techniques and homework assignmentsAssessment:- Participation in group discussions and activities- Quality of reflection on the practice activity- Engagement with the homework assignmentThis lesson plan is designed to be interactive and engaging, allowing students to learn and apply strategies to improve their concentration during homework sessions.。

写作业期间能听音乐吗英语

写作业期间能听音乐吗英语Certainly! Here's a content generation for the title "Can You Listen to Music While Doing Homework?":Listening to Music While Doing Homework: Pros and ConsMusic has a profound impact on our mood and cognitiveabilities. Many students find that listening to music while doing homework can be a great way to relax and focus. However, the effects of music on concentration can vary greatly from person to person.Pros of Listening to Music While Doing Homework1. Enhanced Mood: Music can improve your mood, making thetask at hand seem less daunting.2. Increased Concentration: For some, background music canhelp to drown out distractions and improve focus.3. Stress Relief: Music can act as a form of stress relief, which is particularly important during intense study sessions.4. Motivation: Upbeat music can provide an extra boost of energy and motivation to get through tough assignments.5. Creativity Boost: Certain types of music, especially instrumental or classical, can stimulate creative thinking.Cons of Listening to Music While Doing Homework1. Distraction: Music with lyrics can be distracting, as the brain processes the words and may find it harder to concentrate on the task.2. Learning Impairment: Studies have shown that music, especially with lyrics, can impair learning and memory retention.3. Interrupted Flow: Constantly changing songs or loud music can interrupt the flow of thought, which is crucial for complex problem-solving.4. Preference Dependent: The effectiveness of music varies greatly depending on personal preference. What works for one person may not work for another.5. Cultural and Contextual Differences: The type of musicthat is conducive to study can differ based on cultural background and the context of the homework.Strategies for Effective Music Use During Homework- Choose Instrumental Music: Instrumental tracks or classical music are often recommended as they tend to be less distracting.- Use Music as a Study Break: Instead of listening to music while working, use it as a reward for taking a short break. - Experiment with Different Genres: Try different types of music to see what works best for you.- Set Volume Levels Appropriately: Keep the volume low enough so that it doesn't become a distraction.- Consider White Noise or Nature Sounds: For some, ambient sounds like white noise or nature sounds can be moreeffective than music.Ultimately, whether or not to listen to music while doing homework is a personal decision. It's important to experiment and find what works best for your individual study habits and preferences. Remember, the goal is to enhance your productivity and make the learning process more enjoyable.This content provides a balanced view of the topic, discussing both the benefits and drawbacks of listening to music while doing homework, and offering strategies for effective use of music in a study environment.。

没人喜欢写作业吗英语

It seems that you are looking for content related to the dislike of doing homework in English.Heres a detailed discussion on the topic:Homework is an essential part of the educational process,but it is not uncommon for students to express their dislike for it.There are several reasons why students may not enjoy doing their homework:1.Time Consumption:Homework can be timeconsuming,taking away from leisure activities,socializing,and other interests that students might have.2.Difficulty Level:Some students find homework challenging,which can lead to frustration and a lack of enjoyment.ck of Interest:If the subject matter does not align with a students interests,they may be less motivated to engage with the homework.4.Pressure and Stress:The pressure to perform well can cause stress,which can make the homework process less enjoyable.ck of Understanding:If a student does not fully understand the material being taught, they may struggle with homework,leading to a negative experience.6.Balancing Act:Students often have to balance multiple subjects and assignments, which can be overwhelming and lead to a dislike of homework.7.Ineffective Learning:Some students may feel that the homework does not contribute to their learning in a meaningful way,making it feel like a chore.ck of Support:Without proper guidance or support from teachers or parents, students may find it difficult to complete homework,which can lead to a negative attitude towards it.9.Burnout:In some cases,the sheer volume of homework can lead to burnout,where students become emotionally and physically exhausted from the demands placed on them.10.Cultural Differences:In some cultures,the concept of homework is not as prevalent, and students who are used to a different educational system may find it difficult to adapt.To address these issues,educators and parents can take steps to make homework more engaging and meaningful for students.This might include providing clear instructions,offering support when needed,and ensuring that the homework is relevant and contributes to the overall learning experience.Additionally,finding a balance between homework and other activities can help to prevent burnout and maintain a positive attitude towards learning.。

对写作业感到厌倦英语

对写作业感到厌倦英语Certainly! Here's a content idea for an English lesson about feeling tired of homework:Introduction:Homework is an integral part of the educational process, but it can also be a source of stress and fatigue. This lesson aims to provide strategies to help students manage their homework load and maintain a positive attitude towards learning.1. Understanding the Importance of Homework- Purpose: Homework reinforces what is learned in class, helps with time management, and fosters self-discipline.- Benefits: It can lead to better grades, deeper understanding, and improved study skills.2. Identifying the Causes of Homework Fatigue- Overwhelming Amount: Too much homework can lead to burnout.- Lack of Interest: Subjects that don't engage students can feel like a chore.- Time Management: Poor planning can make homework seem more daunting than it is.3. Strategies to Overcome Homework Fatigue- Break It Down: Divide homework into smaller, manageable tasks.- Set Priorities: Focus on the most challenging or important assignments first.- Create a Schedule: Allocate specific times for homework and stick to the plan.- Find Interest: Try to find aspects of the subject that are engaging or enjoyable.- Take Breaks: Short breaks can help maintain focus and prevent burnout.4. Engaging with the Subject- Relate to Real Life: Find ways to connect homework to real-world scenarios.- Collaborate: Work with classmates on projects or assignments to make the process more enjoyable.- Seek Help: Don't hesitate to ask for help from teachers or tutors if you're struggling.5. Maintaining a Healthy Balance- Balance Work and Play: Ensure there's time for relaxation and hobbies.- Stay Active: Physical activity can help reduce stress and improve concentration.- Healthy Eating: Proper nutrition can support mental clarity and energy levels.Conclusion:While homework can sometimes feel like a burden, it's a necessary part of academic growth. By implementing effectivestrategies and maintaining a balanced lifestyle, students can turn homework fatigue into homework success.Activity:- Homework Journal: Have students keep a journal where they track their homework habits, feelings, and progress over time. - Group Discussion: Organize a class discussion on the topic, allowing students to share their experiences and strategies.Reflection Questions:1. What are the most common causes of homework fatigue for you?2. Which strategies mentioned do you think will be most effective for you, and why?3. How can you better balance your academic and personal life to prevent homework fatigue?This lesson plan is designed to help students understand the importance of homework, identify the causes of fatigue, and learn strategies to overcome it, ultimately leading to a more positive and productive homework experience.。

写作业不静心的英语

写作业不静心的英语Certainly! Here's a lesson plan focusing on the topic "Lack of Concentration While Doing Homework":LessonObjective: Students will learn strategies to improve concentration and minimize distractions while doing their homework.Materials Needed:- Whiteboard and markers- Handouts with tips for concentration- Examples of homework assignments- Timer or stopwatchLesson Outline:1. Warm-Up (5 minutes)- Begin with a quick discussion: "What are some common distractions when you're trying to do your homework?"- Write the students' responses on the board.2. Presentation (10 minutes)- Introduce the concept of concentration and its importance in learning.- Explain how distractions can affect the quality andefficiency of homework.3. Interactive Activity (15 minutes)- Divide students into small groups.- Give each group a list of common homework distractions and ask them to brainstorm solutions for each.- Afterward, have each group share their strategies with the class.4. Guided Practice (15 minutes)- Distribute handouts with tips for staying focused during homework time.- Discuss each tip and provide examples of how to implement them.5. Application (10 minutes)- Have students set a timer for 20 minutes and attempt a sample homework assignment.- Encourage them to use the strategies discussed to maintain focus.6. Reflection (5 minutes)- After the activity, ask students to reflect on how they felt during the exercise.- Discuss any challenges they faced and any strategies that worked well for them.7. Closure (5 minutes)- Summarize the key points of the lesson.- Remind students that practicing these strategies will help them become better at concentrating on their homework.8. Homework Assignment- Assign students to keep a "Focus Journal" for a week, noting any distractions and the strategies they used to overcome them.9. Assessment- Observe students' participation in the activities and their engagement in the reflection.- Review the "Focus Journals" for evidence of understanding and application of the strategies.This lesson plan aims to equip students with practical tools to enhance their concentration and productivity while doing homework.。

写作业会有噪音吗英语作文

写作业会有噪音吗英语作文Certainly! Here's an English composition that fits the title "Does Homework Involve Noise?":Does Homework Involve Noise?Homework is an integral part of a student's life, designed to reinforce the knowledge acquired during school hours. However, the environment in which one does their homework can significantly impact the process. Some might argue that aquiet environment is essential for concentration, whileothers might find that a bit of background noise can be stimulating.The traditional view is that a silent room is the bestsetting for homework. This is because silence is believed to eliminate distractions and allow the mind to focus solely on the task at hand. Many students prefer to work in a quiet space, where they can think deeply and process information without interruption.On the other hand, some studies suggest that a certain levelof ambient noise can actually enhance cognitive performance. For instance, the hum of a coffee shop or the gentle chatterof a library can create a sense of being in a productive environment. This type of background noise can be beneficialfor those who find complete silence too isolating or overwhelming.Moreover, the type of noise can also make a difference. White noise, which is a consistent sound that masks other sounds, can be particularly effective for concentration. Manystudents use white noise machines or apps to create a consistent sound that helps them focus.However, it's important to note that the impact of noise on homework is subjective and varies from person to person. What works for one student might be distracting for another. Some students might find that music, particularly instrumental or classical music, helps them concentrate, while others might find any sound at all to be a distraction.In conclusion, whether homework involves noise or not is a matter of personal preference and the nature of the task. While some students thrive in a completely silent environment, others might find that a certain level of noise can enhance their productivity and creativity. It's crucial for studentsto experiment with different environments to find what works best for them.This composition provides a balanced view on the topic, acknowledging both the benefits and drawbacks of noise during homework sessions, and concludes with a personal touch, encouraging students to find their optimal working environment.。

你写作业违法吗英语

Writing homework is not illegal.In fact,it is an essential part of the educational pleting homework assignments helps students to reinforce what they have learned in class,develop critical thinking skills,and improve their time management and organizational abilities.Here are some reasons why doing homework is important:1.Reinforcement of Learning:Homework provides an opportunity for students to practice and reinforce the concepts and skills taught in class.2.Development of Study Skills:Regular homework assignments help students develop good study habits,such as notetaking,reading comprehension,and research skills.3.Preparation for Tests and Exams:Homework often includes practice problems and exercises that prepare students for more formal assessments.4.Time Management:Completing homework on time teaches students how to manage their time effectively,which is a valuable life skill.5.Responsible Behavior:Homework instills a sense of responsibility and accountability in students,as they must complete tasks independently.6.Engagement with Material:Homework encourages students to engage more deeply with the material,leading to a better understanding of the subject matter.7.Teacher Feedback:Homework allows teachers to assess students understanding and provide feedback,which can help identify areas where students may need additional support.8.Parental Involvement:Homework can also serve as a way for parents to be involved in their childs education,helping to monitor progress and provide support.9.SelfMotivation:Completing homework independently can help students develop selfmotivation and the ability to work without constant supervision.10.Preparation for Future Education and Career:The skills developed through homework, such as discipline,organization,and problemsolving,are valuable in higher education and the workplace.Its important to note that while homework is generally beneficial,the quantity and qualityof homework assigned can impact its effectiveness.Overloading students with excessive homework can lead to stress and burnout,while insufficient homework may not provide enough practice for students to master the material.Balancing the workload with the educational goals is crucial for homework to be a positive and productive part of the learning experience.。

写作业会有噪音吗英语

写作业会有噪音吗英语Certainly! Here's a lesson plan for a class on "Does Homework Cause Noise?" in English:### Lesson Objective:Students will be able to discuss and write about thepotential noise associated with doing homework.### Vocabulary:1. Homework - Tasks given by teachers to be completed outside of class.2. Noise - Unwanted sound that can be disruptive.3. Concentration - The ability to focus attention.4. Distraction - Something that diverts attention.5. Quiet - The absence of noise.6. Environment - The surroundings or conditions in which a person lives or operates.### Introduction:- Begin by asking students if they think doing homework can cause noise. Write their responses on the board.- Discuss the importance of a quiet environment for studying.### Listening Activity:- Play a short audio clip of a student doing homework in a noisy environment.- Ask students to identify the types of noise they hear.### Speaking Activity:- Divide students into small groups.- Each group discusses the following questions:- Can homework itself cause noise?- What are some common noises that can be heard while doing homework?- How does noise affect your ability to concentrate on homework?### Writing Activity:- Have students write a short paragraph on the following prompt:"Describe a time when noise interfered with your ability to do homework. Explain what the noise was and how it affected your concentration."### Grammar Focus:- Introduce the use of "can" to express possibility.- Example: "Homework can cause noise if you are using noisy equipment like a printer."### Conclusion:- Review the vocabulary and grammar points covered in the lesson.- Ask students to share their written paragraphs with the class.### Homework Assignment:- Students are to write a short essay discussing theimportance of a quiet environment for doing homework and suggesting ways to reduce noise.This lesson plan is designed to engage students in a discussion about the impact of noise on homework and to practice using relevant vocabulary and grammar structures.。

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Does homework behavior mediate the relation between personality and academic performance?Miranda J.Lubbers a ,b ,⁎,Margaretha P.C.Van Der Werf b ,Hans Kuyper b ,A.A.Jolijn Hendriks ba Department of Social and Cultural Anthropology,Autonomous University of Barcelona,Edi ﬁci B,08193-Bellaterra,SpainbGroningen Institute for Educational Research,University of Groningen,Grote Rozenstraat 3,9712TG Groningen,The Netherlandsa b s t r a c ta r t i c l e i n f o Article history:Received 13October 2008Received in revised form 3December 2009Accepted 11January 2010Keywords:Personality traitsAcademic performance Homework behavior Secondary educationPast research has consistently shown that there is a relation between personality and academic performance,but much less work has focused on explaining this relation.The present study examined whether three aspects of homework behavior,namely homework time,procrastination,and learning strategies,mediate the relation between personality and academic performance,controlling for cognitive ability,track level,gender,and ethnicity.We investigated this in a nationally representative sample of about 9000secondary school students in The Netherlands (average age 13years).Results indicated that all personality traits were related to homework behavior,and that both personality and homework behavior were related to end-of-year grades in math and Dutch language.Nevertheless,homework behavior only partially mediated the relation between personality and grades.©2010Elsevier Inc.All rights reserved.1.IntroductionAlthough cognitive ability is the prime predictor of academic performance,there is ample evidence that personality also predicts performance (O'Connor &Paunonen,2007;Poropat,2009).Personality captures behavioral tendencies,which likely re ﬂect habits affecting performance.Various studies have demonstrated that personality traits have incremental validity in predicting performance over intelligence or cognitive ability in diverse school types (e.g.,Furnham &Chamorro-Premuzic,2004;Furnham &Monsen,2009;Laidra,Pullmann,&Allik,2007).Currently,the most widely used model of personality trait structure is The Big Five (e.g.,De Raad,2000;Digman,1990),or Five-Factor Model (e.g.,McCrae &John,1992).The NEO-FFI and NEO-PI-R (Costa &McCrae,1992)are most frequently used to assess these personality traits.The Five-Factor Personality Inventory (FFPI;Hendriks,Hofstee,&De Raad,1999)has also been validated cross-culturally and in different age groups.Both instruments measure the traits Extraversion,Agreeable-ness,Conscientiousness,and Emotional Stability (often reversed and called Neuroticism).The NEO inventories conceive of the ﬁfth factor as Openness to Experience or Intellect,which is moderately related to general intelligence (Ackerman &Heggestad,1997).Openness is only modestly correlated with factor V in the FFPI,Autonomy (De Fruyt,McCrae,Szirmák,&Nagy,2004).Conscientiousness,expressing a person's self-discipline,organiza-tion,and need for achievement,is the strongest personality predictor of academic performance,with a similar effect size as intelligence (O'Connor &Paunonen,2007;Poropat,2009).Positive relations with performance are also assumed for Openness,expressing creativity,re ﬂectivity,and intellectual curiosity,and Agreeableness,expressing a willingness to maintain positive relations with others.Conceptually,the relation between Agreeableness and performance is less obvious,but it is argued that agreeable students are more cooperative and compliant with teacher instructions and spend more effort on learning tasks.Agreeableness may be particularly important in cooperative learning environments.Empirical evidence con ﬁrmed small positive effects of Openness and Agreeableness (Poropat,2009).The relation between Extraversion,expressing a person's sociability,activity,and distractibility,and academic performance is more complex.Extraversion facilitates social behaviors like help seeking and peer learning (Bidjerano &Yun Dai,2007),which enhance performance,but on the other hand,extraverts are poorer in re ﬂective problem solving (Matthews,1997),and they spend more time socializing than studying (e.g.,Chamorro-Premuzic &Furnham,2008).Not surprisingly,empirical research has produced mixed results,con ﬁrming positive (Hair &Graziano,2003;Lounsbury,Welsh,&Gibson,2005),negative (e.g.,Bratko,Chamorro-Premuzic,&Saks,2006;Furnham &Monsen,2009)or no effects (e.g.,Di Fabio &Busoni,2007;John,Caspi,&Robins,1994).Positive effects were predominantly found in primary education,and negative effects in secondary and higher education,thus effects of Extraversion seem to depend on the organization of the learning environment (e.g.,Eysenck &Eysenck,1985).The relation between Emotional Stability,expressing calmness and freedom of persistent negative emotions,and academic performanceLearning and Individual Differences 20(2010)203–208⁎Corresponding author.Department of Social and Cultural Anthropology,Autono-mous University of Barcelona,Edi ﬁci B,08193-Bellaterra,Spain.Tel.:+34935818320;fax:+31503636670.E-mail address:mirandajessica.lubbers@uab.es (M.J.Lubbers).1041-6080/$–see front matter ©2010Elsevier Inc.All rights reserved.doi:10.1016/j.lindif.2010.01.005Contents lists available at ScienceDirectLearning and Individual Differencesj o u r n a l h o m e p a g e :w ww.e l s ev i e r.c o m /l o c a t e /l i n d i fis also ambivalent.Emotionally instable students experience more test anxiety,which is detrimental for performance,but on the other hand,as they worry more about their performance and anticipate failure,they may spend more effort pre-empting such failure. Although positive effects of Emotional Stability have been reported (Chamorro-Premuzic&Furnham,2003a,b;Furnham&Monsen,2009; Gilles&Bailleux,2001;Laidra et al.,2007;Maqsud,1993),Emotional Stability has a minor impact overall(Poropat,2009).Again,effects may depend on the learning environment(e.g.,De Raad& Schouwenburg,1996).The FFPI-factor Autonomy,reﬂecting tendencies to form one's own opinions and to take independent decisions,may enhance perfor-mance in learning environments that require critical thinking. Evidence about the importance of Autonomy in education is scarce and mixed(Bratko et al.,2006;Hendriks,Kuyper,Offringa,&Van Der Werf,2008).More research is needed to establish the effect of Autonomy.2.Homework behaviorAlthough the relation between personality and academic perfor-mance has been widely conﬁrmed(De Raad&Schouwenburg,1996; O'Connor&Paunonen,2007;Poropat,2009),few studies have explored the underlying mechanisms of this relation.Personality traits describe intentional states,which motivate actual behavior.To explain the personality–performance relation,we therefore focused on a set of concrete habits and behaviors affecting performance, namely homework behavior.Personality is conceptually and empiri-cally associated with various homework behaviors,as we discuss below.Furthermore,there is ample evidence that homework and study behavior affect academic performance(e.g.,Cano,2007;Cooper, Robinson,&Pattall,2006).Therefore,we expected that homework behavior mediates,at least partially,the personality–performance relation.First,we focused on homework time.Spending more time on homework is generally assumed to produce achievement gains, although empirical support for this assumption is ambiguous (Trautwein&Köller,2003).Conceptually,conscientiousness is most clearly related to homework time.In a university sample(Biderman, Nguyen,&Sobren,2008),conscientious students reported spending more time-on-task,which explained their higher grades.Trautwein and Lüdtke(2007)did notﬁnd such an effect in secondary education. Extraversion,Agreeableness and Emotional Stability presumably affect time-on-task as well(see Section1),but this has not been investigated in education so far.Second,we considered procrastination,which tends to impair academic performance(Wesley,1994;Tice&Baumeister,1997). Emotional Stability(Johnson&Bloom,1995)and speciﬁcally Conscientiousness(Johnson&Bloom,1995;Lay,Kovacs,&Danto, 1998)are negatively related with procrastination.Therefore,scholars suggested that procrastination can be understood as a lack of Conscientiousness(Lay et al.,1998).Unfortunately,it has not been investigated whether procrastination mediates the personality–performance relation.Last,we considered the learning strategies students apply when doing ing deeper or higher-order strategies rather than surface or reproductive learning strategies favors performance (Pintrich,Smith,Garcia,&McKeachie,1993).As can be expected, Conscientiousness(Bidjerano&Yun Dai,2007;Blickle,1996;Duff, Boyle,Dunleavy,&Ferguson,2004;Chamorro-Premuzic,Furnham,& Lewis,2007;Geisler-Brenstein,Schmeck,&Hetherington,1996; Zhang,2003),Openness(Geisler-Brenstein et al.,1996;Slaats,Van Der Sanden,&Lodewijks,1997;Vermetten,Lodewijks&Vermunt, 2001),and Autonomy(Adema,Van Der Zee,&Van Der Molen,2000) are primarily related to deep,meaning-directed learning strategies. Agreeableness(Busato,Prins,Elshout,&Hamaker,1999,2000;Duff et al.,2004;Slaats et al.,1997;Vermetten et al.,2001)and Emotional instability(Chamorro-Premuzic et al.,2007;Duff et al.,2004;Zhang, 2003),on the other hand,are related to surface approaches. Vermetten et al.(2001)argued that agreeable students regulate their learning in response to teacher demands.Emotional instability is thought to freeze higher-order cognitive functioning(Bidjerano&Yun Dai,2007).Extraversion is ambiguously related to learning strategies (cf.Bidjerano&Yun Dai,2007;Chamorro-Premuzic et al.,2007;Duff et al.,2004;Zhang,2003).Several researchers investigated whether learning strategies mediated the personality–performance relation. Some found full or partial mediation(Aluja-Fabregat&Blanch,2004; Bidjerano&Yun Dai,2007),others no mediation(Blickle,1996;Duff et al.,2004;Busato et al.,1999,2000).None of these studies concentrated on secondary education,and as relations between personality and learning behaviors may depend on what is rewarded in the learning context(Bidjerano&Yun Dai,2007;Sternberg,1996), it is unclear whetherﬁndings can be generalized to secondary education.We hypothesized that(H1)personality affects homework time, procrastination,and learning strategies(see Table1),and that(H2) homework behavior mediates the relation between personality and school grades.We investigated this in a large sample of Dutch secondary school students,controlling for the traditionally strong predictors of academic performance,namely cognitive ability,track level,gender,and ethnicity.3.Method3.1.ParticipantsData were used from the Dutch1999Longitudinal Cohort Study in Secondary Education(VOCL'99).VOCL'99followed a nationally representative sample of students who entered Grade1of secondary school(equivalent to US Grade7)in September1999(Kuyper, Lubbers,&Van Der Werf,2003).The base-year sample consisted of 19391students in825classes.The present results were based on9812 students(average age13.0)who had valid responses to all predictors. 52%were female;8%ethnic minorities.For the prediction of grades in Dutch language and mathematics,sample sizes were slightly lower (9811and9740,respectively)due to missing values in the criterion variables.3.2.ProceduresIn January2000,students completed a questionnaire assessing personality and homework behavior,and a written test assessing cognitive ability.Data on track level and report grades were collected from the school records at the end of Grade1.Table1Speciﬁcation of expectations.Predictor CriterionHomeworktimeProcrastination Favored learningstrategyGradesExtraversion−+Surface−Agreeableness+−Surface+ Conscientiousness++−−Deep++ Emotional Stability−−Deep0 Autonomy0+Deep0 Homework time−Procrastination−Deep strategy++Positive effect expected;−negative effect expected;0no effect expected.204M.J.Lubbers et al./Learning and Individual Differences20(2010)203–2083.3.Measures3.3.1.Academic performanceEnd-of-year report grades in Dutch language and mathematics range theoretically from 1(very poor )to 10(outstanding );a 5.5is a pass.Decimals were frequently used.3.3.2.PersonalityPersonality was assessed with the Five-Factor Personality Inven-tory (Hendriks et al.,1999).Items were slightly adapted for young adolescents (see Hendriks et al.,2008).For the total sample,Extraversion had a reliability of .73,Agreeableness .76,Conscien-tiousness .76,Emotional Stability .70,and Autonomy .57.3.3.3.Homework behaviorHomework time :Students were asked “On average,how much time per week do you spend on homework for [each of six subjects]?”.Response categories ranged from 0hours (coded 0)to 5hours or more (10)with increments of half an hour.We used homework time for Dutch language and mathematics to predict grades in Dutch language and mathematics,respectively.Procrastination :Students were asked “On weekdays,how long does it take before you start doing your homework?”.Responses ranged from less than half an hour (coded 0)to 4hours or more (8),with increments of half an hour.Learning strategies were measured with 18items (Kuyper et al.,2003),stemming partly from the subscales Cognitive Strategy Use and Self-Regulation (Pintrich &De Groot,1990),and partly from the Learning Style Inventory for Secondary Education (Roosendaal &Vermunt,1996).A factor analysis with Varimax rotation revealed three reliable factors:Critical strategy use represents a tendency to do more work than is required and to form one's own opinions,inte-grative strategy use a tendency to try to grasp the meaning of the material by relating and structuring,and memorizing and rehearsal strategy use a tendency to use simple forms of self-regulation (see Table 2for further information).3.3.4.Control variablesTrack level indicated the ability level at which students received education.In The Netherlands,students are educated in groups of similar ability,based on their scores on a national standardized test and the advice of their primary school teachers.Track level had nine categories,corresponding to the ﬁve main tracks and four combina-tions of adjacent tracks.The categories ranged from the lowest (Individualized Prevocational Education)to the highest level (Pre-university education).Dummy variables were used because of expected non-linear effects.The middle track served as reference category.Cognitive ability :The “Entry test ”developed by the National Institute for Educational Testing assessed cognitive ability in language,arithmetic and information processing.Each subtest consisted of twenty multiple-choice items (Kuyper et al.,2003).We used the subtests language (α=.74)and arithmetic (α=.83)as control variables for grades in Dutch language and mathematics,respectively.For a precise prediction of grades,test scores were decomposed into class averages and individual deviations to these averages.3.4.AnalysesWe conducted multilevel regression analyses using MLwiN (Goldstein et al.,1998),in which students formed the level-1units and classes the level-2units.We tested for mediator effects (Baron &Kenny,1986).Mediation requires that (a)personality in ﬂuences the mediators and performance;(b)the mediators in ﬂuence performance;(c)direct effects of personality on performance shrink upon addition of mediators.Sobel tests were calculated for testing mediation.4.ResultsAfter presenting zero-order correlations (see Table 3),we ﬁrst predicted homework behavior.Table 4reveals that personality predicted homework behavior when controlling for track level,cognitive ability,gender,and ethnicity,although the proportion of variance explained by personality varied and was particularly small for homework time.As expected,Conscientiousness and Agreeableness were positively and Emotional Stability negatively related to home-work time (Columns 1–2).Procrastination was most strongly related to Conscientiousness (Column 3),as expected.Agreeableness and,surprisingly,Extraversion also affected procrastination negatively,and Emotional Stability and Autonomy positively.Conscientiousness and Autonomy were positively related to the use of all three strategies (Columns 4–6).Extraversion and Agreeableness were also positively related to integrative and memorizing and rehearsal strategy use,and in addition,Extraversion was negatively related to critical strategy use.Emotional Stability was positively related to integrative strategy use and negatively to critical and memorizing and rehearsing strategies.Subsequently,we predicted the end-of-year grades in Dutch language (Table 5)and mathematics (Table 6).Model 0estimated the total amount of variance.In Model 1,the control variables were entered.Model 2shows that,controlling for these variables,Conscientiousness and Agreeableness had signi ﬁcant,positive effects on the end-of-year grades Dutch,as expected.Extraversion,Emo-tional Stability,and Autonomy were not related to Dutch language.Conscientiousness and Emotional Stability had signi ﬁcant positive effects,and Extraversion and Autonomy signi ﬁcant negative effects on grades in mathematics;Agreeableness had no effect.Although the model ﬁt improved signi ﬁcantly,personality had little incremental validity over cognitive ability and track level.All homework variables (Model 3)signi ﬁcantly affected grades in Dutch language and mathematics.The more time students spent onTable 2Description of the learning strategies.Scalen high loading items Reliability Variance accounted forSample items Response categories:(1)hardly ever ,(2)sometimes ,(3)as often as not ,(4)often ,(5)nearly always Critical strategy use7.6916%“Apart from the required reading,I also read other books or magazines that have to do with the theme ”“I compare my opinion about a topic with the opinion of the teacher ”“I check in the book whether what the teacher told is really true ”Integrative strategy use 6.7014%“When I study for a test,I try to put together the information from class and from the book ”“I try to understand what the teacher is saying even if it doesn't make sense ”“When I am studying a topic,I try to make everything ﬁt together ”Memory and rehearsal strategy use 5.6812%“When studying,I copy my notes over to help me remember material ”“When I study for a test,I practice saying the important facts over and over to myself ”“I outline the chapters in my book to help me study ”205M.J.Lubbers et al./Learning and Individual Differences 20(2010)203–208homework (even with similar cognitive ability)and the more they procrastinated,the lower their grades.Integrative strategy use was positively and critical and memorizing and rehearsal strategy use negatively related to grades.The positive effect of Agreeableness on grades in Dutch language shrunk upon entry of the homework variables,indicating partial mediation by homework behavior,in particular by integrative strategy use (Sobel test z =4.77,p b .001).The positive effect of Emotional Stability on grades in mathematics was fully mediated,in particular by a lower use of surface strategies (z =5.03,p b .001)and less homework time (z =4.54,p b .001).The negative effect of Autonomy on mathematics was partially mediated,primarily by critical strategy use (z =−6.13,p b .001).For both Dutch language and mathematics,effects of Conscientiousness and Extraversion increased slightly upon addition of mediators,indicating small suppressor effects.5.DiscussionThis study investigated whether personality was related to homework behaviors and whether these behaviors mediated the relation between personality and academic performance.We used data from a large sample of Dutch secondary school students andcontrolled for cognitive ability,track level,gender,and ethnic minority status.The results con ﬁrmed our hypothesis that personality in ﬂuences homework behavior.First,conscientious students spent more time on homework,procrastinated less,and used all three types of learning strategies more than less conscientious students.A similar pattern was observed for Agreeableness,although its relation with procras-tination was far less strong.Also,Agreeableness was not related to critical strategy use.Third,as expected,extraverts used more surface strategies and less critical strategies than introverts.However,extraverts did not differ from introverts in homework time and procrastinated less than introverts.Fourth,emotionally stable stu-dents spent less time on homework than neurotic students,and procrastinated more.However,they used their time more ef ﬁciently than neurotic students,as their strategy use revealed.Finally,autonomous students procrastinated more and used all strategies more than less autonomous students,most notably the critical strategy,as could be expected.Six effects of personality traits on grades were signi ﬁcant,but only the positive effect of Emotional Stability on mathematics was fully mediated by homework behavior,in particular by the use of surface strategies.Homework behavior partially mediated (up to 20%of theTable 4Results multilevel analyses of the ﬁnal models predicting homework behavior (N =9812).VariableHomework time Dutch Homework time math Procrastination Critical strategy Integrative strategy Memorizing and rehearsal Intercept2.370(.096) 1.158(.121).688(.089)−.048(.042)−.565(.041)−.360(.046)Track level 1(lowest)−.381(.209).035(.264).416(.194).336(.092)*.133(.090)−.118(.100)Track level 2−.187(.217).288(.271).618(.203)#.305(.096)*−.095(.093)−.063(.104)Track level 3−.500(.141)*−.260(.180).827(.127)*.020(.059)−.103(.058)−.216(.065)*Track level 4−.351(.112)#−.155(.141).359(.100)*.061(.046).011(.045)−.078(.051)Track level 6−.041(.109).213(.139)−.200(.097).066(.044).078(.043).150(.049)#Track level 7−.062(.148).057(.189).045(.131)−.031(.060).180(.058)#−.001(.066)Track level 8−.104(.130).083(.168)−.091(.116).096(.053).086(.052).026(.058)Track level 9(highest)−.499(.178)#−.603(.232)#.018(.159).204(.073)#.206(.071)#−.084(.080)Mean cognitive ability.792(.508) 1.639(.546)*−1.797(.458)*−1.094(.212)*.692(.207)*−.096(.232)Cognitive ability (deviation)−.034(.125)−.833(.134)*.331(.139)−.635(.073)*.445(.069)*−.458(.075)*Female−.067(.037).199(.044)*−.106(.041)−.212(.021)*−.166(.020)*.418(.022)*Ethnic minority .219(.063)*.309(.075)*.624(.068)*.116(.035)*−.052(.034).207(.037)*Extraversion .010(.019).065(.023)#−.094(.021)*−.062(.011)*.034(.011)#.061(.011)*Agreeableness .053(.017)#.108(.020)*−.094(.021)*.006(.010).192(.009)*.057(.010)*Conscientiousness .126(.017)*.111(.020)*−.414(.019)*.186(.010)*.220(.009)*.145(.010)*Emotional Stability −.127(.019)*−.160(.023)*.084(.021)*−.045(.011)*.098(.011)*−.092(.011)*Autonomy.025(.020).023(.024).062(.023)#.170(.012)*.147(.011)*.039(.012)#Initial variance class level.362.645.487.058.082.048Initial variance individual level 2.422 3.488 3.180.898.887.954Explained variance controls2.0% 4.4%8.4% 6.4% 5.8%7.3%Explained variance controls +FFPI3.0%5.5%14.2%11.9%21.0%10.3%#p b .01,*p b .001.Table 3Zero-order correlations at the individual level between the non-categorical variables (N =9812,except for correlations with end-of-year grade Dutch,N =9811,and end-of-year grade math,N =9740).Variable1234567891011121314151.Track level2.Cognitive ability language .66⁎3.Cognitive ability arithmetic .70⁎.61⁎4.Extraversion .09⁎.09⁎.015.Agreeableness .15⁎.19⁎.07⁎.09⁎6.Conscientiousness −.05⁎−.04⁎−.04⁎−.07⁎.19⁎7.Emotional Stability .11⁎.09⁎.03.13⁎.12⁎.23⁎8.Autonomy.15⁎.10⁎.10⁎.04⁎.20⁎−.18⁎−.11⁎9.Homework time Dutch .08⁎.05⁎.05⁎−.002.05⁎.07⁎−.04⁎.03⁎10.Homework time math .11⁎.10⁎.04⁎.05⁎.11⁎.05⁎−.05⁎.04⁎.61⁎11.Procrastination −.23⁎−.16⁎−.16⁎−.06⁎−.14⁎−.21⁎−.06⁎.02⁎−.06⁎−.0112.Critical strategy −.13⁎−.18⁎−.11⁎−.11⁎.01.19⁎−.02.11⁎.06⁎.02−.15⁎13.Integrative strategy.21⁎.20⁎.20⁎.05.30⁎.26⁎.19⁎.15⁎.06⁎.02−.10⁎−.0214.Memorizing and rehearsal .02.001−.06⁎.07⁎.16⁎.13⁎−.08⁎.03⁎.07⁎.01−.04⁎.07⁎−.0215.End-of-year grade Dutch .11⁎.29⁎.19⁎.05⁎.16⁎.09⁎.01−.02−.07⁎.01−.08⁎−.11⁎.11⁎−.0116.End-of-year grade math.09⁎.20⁎.31⁎−.07⁎.03⁎.06⁎.06⁎−.04⁎−.05⁎−.09⁎−.04⁎−.07⁎.08⁎−.08⁎.47⁎*p b .01.206M.J.Lubbers et al./Learning and Individual Differences 20(2010)203–208original effect)the positive effect of Agreeableness on Dutch language, due to a higher use of integrative strategies among agreeable students,and the negative effect of Autonomy on mathematics,due to a higher use of critical strategies among autonomous students. Consequently,our second hypothesis was only partially conﬁrmed. Homework behavior and personality contributed to some extent independently to report grades.In summary,students with different personalities learn in different ways,some of which are rewarded within secondary education and others are not,and this partly determines why they perform at different levels.Principally,our results showed that critical approaches to learning,often applied by autonomous students,are not rewarded in Dutch secondary education.Checking other sources and forming one's own opinion appear to affect grades negatively.For the educational practice,it is important to realize that students' personality predisposes them to certain learning styles,and that the adequacy of these styles also depends on the learning context.Study skill training programs can be successful in changing detrimental habits,but educational practitioners can also diversify methods of instruction and assessment in order to stimulate students with various competencies(cf.Chamorro-Premuzic et al.,2007).For example,essay-type exams reward critical thinking more than multiple-choice exams.Strengths of our study were the large,nationally representative sample,the use of multilevel analysis to control for the nested data structure,and the control for strong predictors of academic perfor-mance.Many studies fail to control sufﬁciently for the traditional predictors in educational research,which makes it impossible to establish the unique prediction of personality.A limitation is the use of single items for procrastination and homework time.Homework time may be particularly problematic as higher values may also reﬂect distractibility or low motivation and it does not reveal whether homework was completed correctly.The positive effects of homework completion may not be captured by homework time,and other variables like homework frequency and effort may be more useful (Trautwein&Köller,2003;Trautwein,2007).Future research should generate more empirical evidence regard-ing personality,homework behavior and alternative mediators,and multiple criteria of performance in secondary education.Most research relating personality to academic performance is performed in post-secondary education and it is unclear whether its conclusions apply to secondary education,as effects of personality are age-speciﬁc (De Raad&Schouwenburg,1996)and may depend on the organization of the learning environment(Eysenck&Eysenck, 1985).Moreover,results obtained in secondary education are inconclusive,due to the use of different criterion and control variables.Furthermore,research should explore alternative mediators like goal orientation(Colquitt&Simmering,1998;Klein&Lee,2006) and in-school behavior.A larger,more conclusive base of evidence will help us guide students with distinct personalities in secondary education.AcknowledgementsThis work was supported by the Netherlands Organisation for Scientiﬁc Research(NWO),grant number411-21-704.ReferencesAckerman,P.L.,&Heggestad,E.D.(1997).Intelligence,personality,and interests: Evidence for overlapping traits.Psychological Bulletin,121,219−245.Adema,J.,Van Der Zee,K.I.,&Van Der Molen,H.T.(2000).De relatie tussen leerstijl en persoonlijkheid[The relation between learning style and personality].Tijdschrift voor Onderwijsresearch,24,275−287.Table5Results multilevel analysis predicting end-of-year grade Dutch(N=9811). Variable Model0Model1Model2Model3Intercept 6.811(.019) 6.549(.060) 6.463(.062) 6.590(.063) Track level1(lowest).582(.133)*.564(.133)*.583(.131)*Track level2−.019(.139)−.024(.138).007(.137) Track level3.132(.093).134(.092).129(.091) Track level4−.002(.075)−.001(.074)−.006(.074) Track level6−.126(.073)−.124(.073)−.122(.072) Track level7.185(.099).191(.098).180(.097) Track level8.097(.087).102(.086).101(.085) Track level9(highest).341(.119)#.362(.118)#.347(.117)#Class meancognitive ability.564(.334).523(.332).405(.329) Indiv.dev.cognitive ability1.925(.060)* 1.903(.060)* 1.828(.060)*Female.388(.016)*.383(.018)*.390(.018)* Ethnic minority−.085(.031)−.116(.030)*−.084(.030)# Extraversion−.003(.009)−.007(.009) Agreeableness.031(.008)*.025(.008)# Conscientiousness.090(.008)*.094(.009)* Emotional Stability.013(.009).0002(.009) Autonomy−.019(.010)−.012(.010) Homework timeDutch−.030(.005)*Procrastination−.018(.004)* Critical strategy−.063(.008)* Integrative strategy.044(.009)* Memorizingand rehearsal−.042(.008)*Variance class level.194(.014).174(.012).173(.012).170(.012) Variance individuallevel.680(.010).560(.008).549(.008).539(.008)Explained variance–16.0%17.4%18.9% Goodness ofﬁt25,096.223,246.223,043.622,875.05#p b.01,*p b.001.Table6Results multilevel analysis predicting end-of-year grade math(N=9740).Variable Model0Model1Model2Model3Intercept 6.694(.022) 6.667(.068) 6.687(.071) 6.799(.073) Track level1(lowest).556(.152)*.522(.152)*.553(.152)*Track level2.069(.157).051(.157).098(.157) Track level3.078(.106).072(.106).068(.106) Track level4.046(.084).045(.084).046(.084) Track level6−.232(.084)#−.229(.084)#−.215(.084) Track level7−.090(.113)−.084(.113)−.091(.113) Track level8−.130(.100)−.118(.101)−.116(.100) Track level9(highest).261(.138).292(.139).272(.139)Class meancognitive ability.909(.323)#.911(.324)#.860(.324)# Indiv.dev.cognitive ability2.802(.063)* 2.767(.062)* 2.692(.062)*Female.166(.019)*.202(.021)*.218(.021)* Ethnic minority−.197(.035)*−.228(.035)*−.189(.035)* Extraversion−.080(.011)*−.081(.011)* Agreeableness.008(.010).007(.010) Conscientiousness.069(.010)*.079(.010)* Emotional Stability.036(.011)*.021(.011) Autonomy−.049(.011)*−.039(.012)# Homeworktime math−.030(.005)*Procrastination−.018(.005)* Critical strategy−.068(.010)* Integrative strategy.031(.010)# Memorizingand rehearsal−.063(.010)*Variance class level.239(.017).217(.015).219(.015).219(.015) Variance individuallevel.918(.014).751(.011).736(.011).724(.011) Explained variance–16.3%17.5%18.5% Goodness ofﬁt27,799.425,899.025,716.825,561.1#p b.01,*p b.001.207M.J.Lubbers et al./Learning and Individual Differences20(2010)203–208。