Predicting approach to homework in Primary school students

  1. Antonio Valle 1
  2. Irene Pan 1
  3. Bibiana Regueiro 1
  4. Natalia Suárez 2
  5. Ellián Tuero 2
  6. Ana Nunes 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

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Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2015

Volume: 27

Issue: 4

Pages: 334-340

Type: Article

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Abstract

Background: The goal of this research was to study the weight of student variables related to homework (intrinsic homework motivation, perceived homework instrumentality, homework attitude, time spent on homework, and homework time management) and context (teacher feedback on homework and parental homework support) in the prediction of approaches to homework. Method: 535 students of the last three courses of primary education participated in the study. Data were analyzed with hierarchical regression models and path analysis. Results: The results obtained suggest that students’ homework engagement (high or low) is related to students´ level of intrinsic motivation and positive attitude towards homework. Furthermore, it was also observed that students who manage their homework time well (and not necessarily those who spend more time) are more likely to show the deepest approach to homework. Conclusions: Parental support and teacher feedback on homework affect student homework engagement through their effect on the levels of intrinsic homework motivation (directly), and on homework attitude, homework time management, and perceived homework instrumentality (indirectly). Data also indicated a strong and significant relationship between parental and teacher involvement

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Funders

  • Ministerio de Economía y Competitividad Spain

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