Tareas para casa, rendimiento académico e implicación de padres y profesores

  1. Núñez, José C. 1
  2. Vallejo, Guillermo 1
  3. Cerezo, Rebeca 1
  4. Regueiro, Bibiana 2
  5. Rosário, Pedro 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  3. 3 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

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

ISSN: 0214-9877

Year of publication: 2014

Issue Title: CONVIVIR Y CONDUCTA

Volume: 7

Issue: 1

Pages: 417-424

Type: Article

DOI: 10.17060/IJODAEP.2014.N1.V7.811 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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

Abstract

Homework (HW) is one of the most common school activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. Although there exist arguments use of HW in academic settings, such as when Time magazine, in 1999, warned that HW could disturb students and their families routines, opinions towards HW are primarily favorable; the use of HW is supported by numerous authors and is acknowledged as an indicator of successful schools and students. Doing HW is aimed at improving students’ study skills and their attitudes towards future work, as well as teaching students that learning takes place both inside and outside of the school setting. Moreover, those who favor assigning of HW argue that doing HW improves students’ academic achievement and fosters their autonomy once they are stimulated to self-regulate their study behavior responsibly.

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