La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria

  1. Regueiro Fernández, Bibiana 1
  2. Suárez Fernández, Natalia 2
  3. Valle Arias, Antonio 1
  4. Núñez Pérez, José Carlos 2
  5. Rosário, Pedro 3
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  3. 3 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Ano de publicación: 2015

Volume: 20

Número: 1

Páxinas: 47-63

Tipo: Artigo

Outras publicacións en: Revista de psicodidáctica

Resumo

El presente estudio analiza los cambios en la implicación de los estudiantes en los deberes escolares y en la motivación hacia los mismos a lo largo de la escolaridad obligatoria, teniendo en cuenta el efecto que el rendimiento académico previo puede ejercer sobre la implicación y la motivación. Para ello, se ha contado con 1257 participantes de cuatro provincias del norte de España de edades comprendidas entre los 9 y los 16 años. Los resultados obtenidos indican que: (a) existen diferencias estadísticamente significativas en función del curso en la motivación y la implicación en los deberes; y (b) el rendimiento académico previo está relacionado con las variables motivacionales y de implicación en los deberes.

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