Cantidad y calidad del tiempo dedicado a los deberes escolares en alumnado de Educación Secundariaun análisis de perfiles latentes

  1. Estévez, Iris 1
  2. Vieites, Tania 2
  3. Regueiro, Bibiana 1
  4. Rodríguez-Llorente, Carolina 2
  5. Morado, Tamara 2
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Year of publication: 2023

Volume: 41

Issue: 2

Pages: 439-454

Type: Article

DOI: 10.6018/RIE.544491 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE

Abstract

The main purpose of this study is to identify different profiles of students based on the daily amount of time they spend completing homework and how they manage it. The aim is to test the various combinations shown by the participants regarding the use and management of the time spent on homework, integrating a person-centred approach, and not taking the variables independently. Once these profiles have been identified, defined, and characterised, possible differences in several variables related to homework, such as intrinsic motivation, interest, perceived usefulness, anxiety, and academic performance are analysed. The sample consists of 578 students (49.5% female and 50.5% male) of Compulsory Secondary Education (ESO) from 6 schools in Galicia. The age of participants is between 12 and 16 years old. The results have allowed to identify four student profiles: two of them can be defined as the most adaptive and effective (they manage their time better, are more motivated and have less anxiety about homework) and the other two can be categorised as less effective or more maladaptive (they manage their time worse, are less motivated and have more anxiety about homework). These results call for the differential involvement of teachers to effectively address the needs and characteristics of the four profiles identified.

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Data source: Dialnet