Diferencias en la implicación en los deberes escolares en función del rendimiento académico en estudiantes de primaria

  1. Regueiro, Bibiana 1
  2. Pan, Irene 1
  3. Sánchez, Benigno 1
  4. Valle, Antonio 1
  5. Núñez, José C 2
  6. 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

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Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Ano de publicación: 2014

Título do exemplar: CONVIVIR Y CONDUCTA

Volume: 7

Número: 1

Páxinas: 437-448

Tipo: Artigo

DOI: 10.17060/IJODAEP.2014.N1.V7.813 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Obxectivos de Desenvolvemento Sustentable

Resumo

The present study aims to find out whether there are differences in homework involvement (in terms of amount of homework completed, time spent on doing homework and homework time management) among students with various levels of achievement. Gender and school level have been controlled as they may impact on the relation intended to be studied and this way they have been included in the covariate performed in the design. The sample consisted of 535 students from the three last years of Elementary School. Findings suggest that the more students achieve higher the more they improve their level of involvement relating to the amount of homework completed and the quality of homework time management. On the other hand, although no statistic significant differences have been found concerning the relation between achievement and time spent on homework, students who achieve lower tend to spend more time completing homework compared to those achieving higher who prove to spend less time completing the assignments. Furthermore, as students go from fourth to sixth forms their time spent on homework increases however, the quality of their homework time management deteriorates.

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Fonte de datos: Dialnet