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Abstract
This study investigates the associations between gender and school grade level and some process variables such as: students' English as Foreign Language (EFL) homework attitudes, time spent on homework and students' self regulated learning (SRL) processes. Students' EFL self-efficacy beliefs are also considered. A significant multivariate effect of gender and school grade on those same variables is found, indicating boys' lower scores and also a descendent curve along schooling taking the whole sample. Implications for school policy and future research are discussed.
Introduction
Defined as "... tasks assigned to students by ...