Parental Involvement in Homework During Covid-19 Confinement.

BACKGROUND: The purpose of this study was to compare parents' involvement in students' homework during COVID-19 confinement and their involvement in normal circumstances. METHOD: 628 parents of elementary and high school students completed a questionnaire about their family and family involvement in their children's homework. To address the objective, data were examined using mean differences and analysis of variance. RESULTS: As predicted, the COVID-19 situation led to more time spent doing homework for students, as well as higher levels of conflict and stress within the family. In addition, parents reported having increased their homework management during confinement in terms of emotional and motivational support for their children compared to normal circumstances. Finally, the data showed more conflicts and family involvement in the families of children with special needs compared to families of children without special needs. CONCLUSIONS: The time spent in confinement posed many challenges to families' routines and the data indicated a lack of resources available for families to manage their children's tasks, as well as an increase in family stress and conflicts.

Parental Involvement in Homework During Covid-19 Confinement / Implicación Parental en los Deberes Escolares Durante el Confinamiento por Covid-19

Background: The purpose of this study was to compare parents’ involvement in students’ homework during COVID-19 confinement and their involvement in normal circumstances. Method: 628 parents of elementary and high school students completed a questionnaire about their family and family involvement in their children’s homework. To address the objective, data were examined using mean differences and analysis of variance. Results: As predicted, the COVID-19 situation led to more time spent doing homework for students, as well as higher levels of conflict and stress within the family. In addition, parents reported having increased their homework management during confinement in terms of emotional and motivational support for their children compared to normal circumstances. Finally, the data showed more conflicts and family involvement in the families of children with special needs compared to families of children without special needs. Conclusions: The time spent in confinement posed many challenges to families’ routines and the data indicated a lack of resources available for families to manage their children’s tasks, as well as an increase in family stress and conflicts.(AU)

Antecedentes: El propósito de este estudio fue comparar la implicación de los padres en los deberes de los hijos durante el período de confinamiento por Covid-19 con la implicación en circunstancias normales. Método: 628 padres de alumnos de Primaria y Secundaria respondieron a cuestiones sobre características de la familia y su implicación en los deberes escolares de los hijos. Para abordar el objetivo, los datos se estudiaron mediante diferencias de medias y análisis de varianza. Resultados: La situación de confinamiento llevó a que los estudiantes dedicaran más tiempo a hacer los deberes, así como a niveles más altos de conflictos y estrés dentro de la familia. Además, los padres informaron haber aumentado su implicación en los deberes en cuanto a apoyo emocional y motivacional dedicado a sus hijos en comparación con las circunstancias normales. Finalmente, se obtuvieron datos que muestran mayor cantidad de conflictos y estrés en familias con niños con necesidades especiales. Conclusiones: El confinamiento planteó muchos desafíos para las rutinas de las familias, observándose una falta de recursos disponibles de las familias para implicarse adecuadamente en las tareas escolares de sus hijos, así como un aumento del estrés y los conflictos familiares.(AU)

Performance and well-being of native and immigrant students. Comparative analysis based on PISA 2018.

INTRODUCTION: The emotional, cultural, and economic changes involved in the process of coping with migration can be particularly difficult during adolescence. How education systems respond to the challenges posed by the flow of immigration has profound implications for society. One of the ways that students can demonstrate their adaptation to the education system is by their academic performance. In addition, in many education systems well-being has been shown to be directly related to performance. Therefore, this study aims at examine the differences between native and immigrant students in mathematics and science skills, and in well-being indicators evaluated in PISA 2018. METHOD: We performed multivariate analysis of variance (MANOVA) based on the results of PISA 2018 evaluation, obtained from the official OECD database. The sample was 7099 Spanish students (49.5% girls; 50.5% boys), with a mean age of 15.83 years old (SD = 0.29). A little under half (42%) were native students, 35.5% were first generation-immigrant students, and 22.7% were second-generation immigrant students. RESULTS: The native students demonstrated higher levels of mathematics and science skills than the two groups of immigrant students, and had significantly higher means in positive affect, self-efficacy-resilience, and feeling of belonging at school. Although life satisfaction was no different between the immigrant and native groups, the second-generation immigrants showed higher rates of positive affect, and a greater sense of belonging to the school than the first-generation immigrants. CONCLUSIONS: We suggest future lines of research and the need to produce explanatory models that consider the complexity of migratory processes.

Variables predictoras de la inactividad sexual en las personas mayores / Predictive variables of sexual inactivity in the elderly

En las últimas décadas se han llevado a cabo varios estudios que evidencian la relevancia de la actividad sexual para la salud, el bienestar y la calidad de vida de las personas mayores. En este contexto se ubica esta investigación, que tiene por objeto conocer los factores que potencialmente pueden explicar la inactividad sexual en las poblaciones mayores. Además de los factores sociodemográficos, que tradicionalmente se han asociado a la actividad sexual, exploramos el potencial explicativo y la sensibilidad en la estimación de la inactividad sexual en el último año de las percepciones de salud y las actitudes hacia la sexualidad en una muestra de 200 sujetos de entre 62 y 91 años (M=71.30; SD=5.48). Los resultados obtenidos sugieren importantes porcentajes de varianza explica de la inactivad sexual por el modelo de regresión donde se incorporan variables sociodemográficas (R2 = .295). Nuestros resultados apuntan también, a que tanto la percepción y preocupación por la salud sexual como las consideraciones en torno a las relaciones sexuales antes del matrimonio o al sexo sin amor, explicarían la inactividad sexual de las personas mayores. Estos resultados permiten sugerir el potencial de la intervención centrada en los estereotipos y actitudes hacia la sexualidad

Extensive studies carried out in recent decades have noted the relevance of sexual activity to the health, well-being and quality of life of older people. In this context, we propose this research work that aims to know the factors that can potentially explain sexual inactivity in older populations. In addition to the sociodemographic factors that have traditionally been associated with sexual activity, we explored the explanatory potential and the sensitivity in the estimation of sexual inactivity in the last year of health perceptions and attitudes towards sexuality in a sample of 200 subjects between 62 and 91 years old (M = 71.30, SD = 5.48). The results obtained suggest important percentages of variance explained by the regression model where variables such as the existence of a partner, age and place of origin are incorporated (R2 = .295). Our results also point to the fact that, both the perception and concern for sexual health and the considerations regarding sexual relations before marriage or sex without love, would explain the sexual inactivity of the elderly. These results allow us to suggest the potential of the intervention centered on stereotypes and attitudes towards sexuality

Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach.

In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning) and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. A total of 1,072 university students participated in the study. The coping profiles were determined by latent profile analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; and (d) high generalized use of approach coping strategies. The profile showed that a greater combination of the three strategies was related to higher general self-efficacy expectations and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students' self-efficacy.

Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI).

The aim of this study was to examine the phenomena of burnout and perceived stress in teachers at Higher Education Institutions, as this professional class is one of the most affected by high levels of stress. A sample of 520 university teachers was used, of which 339 (65.2%) were women. The Maslach Burnout Inventory (MBI) was used to measure burnout, and the Perceived Stress Scale (PSS) was used to measure perceived stress. A sociodemographic data questionnaire produced by the authors was also applied, which consisted of questions about age, sex, experience in the teaching profession and the participants' teaching areas. The results indicated that university teachers over 60 years old exhibited lower levels of perceived stress, as did teachers with more teaching experience (30 years or more), and those with less experience (less than 10 years). Women exhibited higher levels of perceived stress than men. Women also scored higher levels of Emotional Exhaustion in the burnout dimensions, whereas teachers will less experience (under 10 years) and teachers with more experience (more than 30 years) had the lowest scores in this dimension. Through an examination of the relation between perceived stress and the burnout dimensions, we concluded that perceived stress was directly proportional to emotional exhaustion and depersonalization; and was inversely proportional to personal accomplishment. A total of 31.3% of the variance in burnout was explained by perceived stress.

Diferenças no envolvimento em tarefas escolares dependendo do desempenho acadêmico / Diferencias en la implicación en los deberes escolares en función del rendimiento académico / Differences in homework involvement depending on academic achievement

El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener el género, curso y la motivación intrínseca, se controlaron sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 388 estudiantes de Educación Secundaria de centros públicos de A Coruña (España). Los resultados indican que, a medida que los niveles de rendimiento académico de los estudiantes sean más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo. Además, otro resultado destacado es que, según los alumnos van avanzando de curso, realizan una menor cantidad de deberes de los prescritos por el profesor y aprovechan peor el tiempo que dedican a esos deberes. Todo ello debe tenerse en cuenta para la práctica educativa: una mayor motivación intrínseca implicará una mejor gestión del tiempo, una mayor cantidad de deberes realizados y, consecuentemente, un mejor rendimiento.

O objetivo deste trabalho foi verificar se existem diferenças no envolvimento em tarefas escolares dependendo dos diferentes níveis de desempenho acadêmico dos alunos. Devido ao possível efeito que gênero, curso e motivação intrínseca podem ter, seus efeitos foram controlados incorporando-os como covariáveis ​​no design. A amostra é integrada por 388 alunos do Ensino Secundário de centros públicos da Corunha (Espanha). Os resultados indicam que, como os níveis de desempenho acadêmico dos estudantes são maiores, há um aumento progressivo na quantidade de tarefas desempenhadas e no uso do tempo. Além disso, outro resultado marcante é que, de acordo com os alunos que estão avançando, naturalmente, o número de deveres feitos daqueles prescritos pelo professor diminui e também o uso que eles fazem do tempo que dedicam a eles. Tudo isso deve ser levado em consideração para a prática educacional: uma maior motivação intrínseca implicará em uma melhor gestão do tempo, maior quantidade de tarefas realizadas e, consequentemente, melhor desempenho acadêmico.

The objective of this work was to check if there are differences in homework involvement depending on the different levels of academic achievement of students. Due to the possible effect that gender, course and intrinsic motivation can have, their effects were controlled by incorporating them as covariates in the design. The sample is integrated by 388 students of Secondary Education of public centers of A Coruña (Spain). The results indicate that as the levels of academic achievement of the students are higher, there is a progressive increase in the amount of homework done and in the use of time. In addition, another outstanding result is that as the grade progresses, not only decreases the amount of homework, but also the use they make of time is becoming less and less. All this should be taken into account for the educational practice: a greater intrinsic motivation will imply a better management of time, a greater amount of homework and, consequently, a better academic achievement.

Time spent and time management in homework in elementary school students: A person-centered approach.

BACKGROUND: Based on a person-centered approach, the aim ofthis study is to identify different profiles of students based on the time they spend on homew he differences between them in the amount of homework done and academic achievement. METHOD: With a sample of 968 students of Primary Education analysis of latent profiles (LPA) and ANOVA were carried out. Once the student profiles were identified, a MANOVA was conducted to analyze the differences between the motivational profiles in the amount of homework assignments done and in academic achievement. RESULTS: We differentiated four profiles of students that differentially combine the time they dedicate to their homework and the use they make of that time. CONCLUSIONS: Of the profiles identified, two can be considered more effective (those that manage time better), and two can be classified as less effective (those that manage time worse). The two profiles that best manage the time spent on homework are also those that do the most homework, and have higher academic achievement. Likewise, the two profiles of students who manage time worst are those who do the least homework, and who have lower academic achievement.

Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation.

Currently, there is much debate about the value of assigning homework. Organizations such as the OECD have concluded that doing more homework is not synonymous with better performance. This study was designed to analyze the mediating role of student motivation in the relationship between the involvement of parents and teachers in homework and the engagement of students in these tasks. Seven hundred and thirty students in Compulsory Secondary Education (7th-10th grade) participated from 14 schools in the north of Spain. Three competing models were developed and tested to study motivational mediation: a non-motivational mediation model (direct effects model); a total motivational mediation model (indirect effects model); and a partial motivational mediation model (mixed effects model). The best model was adjusted according to gender and school year variables. The total mediation motivational model demonstrated the best fit (indirect effects model). The results suggest the total mediation of student motivation in the relationship between the perception of parents' and teachers' involvement in homework and student cognitive engagement in these tasks. Some differences, albeit slight, were observed with respect to gender and school year. The results have clear theoretical and educational implications.

Associations between Profiles of Self-Esteem and Achievement Goals and the Protection of Self-Worth in University Students.

The high demands of academia and the fear of failure lead some university students to prioritize defending their personal worth through the use of complex strategies such as self-handicapping or defensive pessimism. Adopting a person-centered approach, this study established two objectives: First, to analyze the conformation of different motivational profiles based on the combination of self-esteem and achievement goals (learning, performance approach, and performance avoidance); and second, to determine if the identified profiles differ from one another in the use of self-handicapping and defensive pessimism. A total of 1028 university students participated in the research. Four motivational profiles were obtained: (a) High self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; (b) high self-esteem, high learning goals, low performance approach goals, and low performance avoidance goals; (c) low self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; and (d) low self-esteem, high learning goals, high performance approach goals, and medium performance avoidance goals. Profiles (c) and (d) were significantly related to self-handicapping and defensive pessimism, respectively. These results suggest that students with low self-esteem are more vulnerable to self-protection strategies. Additionally, under self-handicapping and defensive pessimism, the achievement goals are slightly different.

Rendimiento Previo e Implicación en los Deberes Escolares de los Estudiantes de los Últimos Cursos de Educación Primaria / Previous academic achievement and students' involvement in homework over the last years of Primary Education

Es una práctica habitual asignar el mismo número y modalidad de deberes por igual a todos los alumnos del aula. Sin embargo, lo más probable es que no todo el alumnado se encuentre en igualdad de condiciones (conocimientos previos, capacidades, motivación, etc.) para el trabajo sobre esos deberes. El rendimiento previo podría ser una variable crucial en este sentido. Por ello, el principal propósito de este trabajo es analizar la relación entre el rendimiento académico previo (variable de presagio), el tipo de enfoque de trabajo que utiliza el alumnado al realizar los deberes escolares (variable de proceso) y su implicación conductual (cantidad de deberes realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo). Participaron 516 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico son más altos hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento de ese tiempo y una menor utilización del enfoque superficial. Según van avanzando los estudiantes de curso, se produce un aumento progresivo del tiempo que dedican y, sin embargo, el aprovechamiento de ese tiempo va siendo cada vez menor. El tipo de enfoque que utilizan para afrontar los deberes a medida que avanza el alumnado de curso tiende a ser cada vez menos profundo

It is a common practice to prescribe the same type and amount of homework to all students in the classroom. However, it is very likely that not all students will be in equal conditions to work on homework (previous knowledge, skills, motivation, etc.). Previous academic achievement could be a crucial variable in this regard. Therefore, the main purpose of this work is to analyze the relationship between previous academic achievement (presage variable), the type of work approach used by students when performing homework (process variable), and their behavioral engagement (amount of homework done, time dedicated, and use of time). The sample consists of 516 students of the last three years of Primary Education. The results indicate that as the levels of academic achievement are higher, there is a progressive increase in the amount of homework done and in the use of that time. They also indicate less use of the surface approach. As students progress, a progressive increase in time spent occurs. However, the use they make of that time is decreasing. The type of approach they use in homework as they increase in grade tends to be less deep

Individual Precursors of Student Homework Behavioral Engagement: The Role of Intrinsic Motivation, Perceived Homework Utility and Homework Attitude.

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors of student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (CSE) (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, and Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent), and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective).

Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education.

In addition to attempting to verify gender differences, this study aims to examine the explanatory potential of boys' and girls' attitudes toward mathematics on their performance. The sample comprised 897 students in the 5th and 6th years of primary education (450 boys and 447 girls). The results confirm what previous research has suggested, that girls tended to exhibit less positive attitudes about mathematics than their male classmates, in particular lower motivation, worse perception of competence, and higher rates of anxiety, although in all cases the effect sizes were small. Even though there no significant gender differences in academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls (R 2 = 0.194 and R 2 = 0.103, respectively). The results of the regression analysis for each sample reinforce the well-known positive impact of perceived self-efficacy on mathematics performance and introduce the effect of achievement emotions of academic performance. Test anxiety in mathematics seems to only have a negative effect on boys' grades, as this variable does not appear in the regression equation when explaining girls' performance. In the light of control-value theory, we discuss the contingency of perceived competence and its involvement in anxiety and academic performance. Boys' results could be affected by the levels of anxiety inasmuch as they tend to be confident in their abilities, motivated to stand out, and interested in mathematics. Whereas despite girls reporting high rates of anxiety, what may have a negative impact on their results might have more to do with a higher value placed on mathematics, as their perception of control may be low.

Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.

An explanatory model of maths achievement: perceived parental involvement and academic motivation / Un modelo explicativo del rendimiento en matemáticas: percepción de la implicación parental y motivación académica

BACKGROUND: Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. METHOD: With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents' beliefs is related to children's beliefs, their involvement in mathematical tasks and their performance. RESULTS: Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students' academic work by parents may increase students' concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents' expectations and children's maths self-efficacy and negatively on the parents' help in tasks and performance goal orientation. CONCLUSIONS: Perceived parental involvement contributes to children's motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork

ANTECEDENTES: aunque numerosos estudios han tratado de explicar el rendimiento en matemáticas muy pocos han profundizado en la relación existente entre las diferentes variables que pueden explicar el rendimiento matemático, tomadas conjuntamente. MÉTODO: 897 estudiantes de 5º y 6º de Primaria y empleando análisis de ecuaciones estructurales se analizó cómo la percepción de las creencias de los padres se relaciona con las creencias de los hijos, su implicación en las tareas matemáticas y su rendimiento. RESULTADOS: la percepción de la implicación parental contribuye a la motivación de sus hijos. La supervisión directa del trabajo académico de los estudiantes por parte los padres podría aumentar la preocupación de estos por la imagen y las calificaciones de sus hijos, pero esto no incrementa el rendimiento académico de los estudiantes. El rendimiento dependería directa y positivamente de las expectativas de los padres y la autoeficacia matemática de los estudiantes y negativamente de la ayuda de los padres en las tareas y de la orientación hacia metas de rendimiento. CONCLUSIONES: la percepción de implicación parental percibida contribuye a la motivación de los niños en matemáticas, transmitiendo confianza en sus habilidades y mostrando interés en su progreso y trabajo escolar

An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

BACKGROUND: Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. METHOD: With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. RESULTS: Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. CONCLUSIONS: Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.

Homework Involvement and Academic Achievement of Native and Immigrant Students.

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management,

Predicting approach to homework in Primary school students / Predicción del enfoque de trabajo en los deberes escolares en estudiantes de Primaria

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

ANTECEDENTES: el objetivo de esta investigación fue estudiar el peso de variables del alumno relacionadas con los deberes escolares (motivación intrínseca, percepción de utilidad, actitud, tiempo dedicado y gestión de ese tiempo) y del contexto (feedback del profesor y apoyo parental) en la predicción de los enfoques de trabajo en los deberes. MÉTODO: participaron 535 estudiantes de los tres últimos cursos de Primaria. Los datos fueron analizados en base a modelos de regresión jerárquica y path analysis. RESULTADOS: los resultados sugieren que la mayor o menor implicación del alumno en la realización de sus deberes escolares está relacionado con el grado de motivación intrínseca y una actitud positiva hacia ellos. También se observa que los estudiantes que gestionan bien su tiempo dedicado a los deberes (y no necesariamente los que dedican más tiempo) son quienes más profundamente trabajan en ellos. CONCLUSIONES: el apoyo parental y el feedback del profesor inciden sobre la implicación de los estudiantes a través de su efecto sobre los niveles de motivación intrínseca (directamente), y de la actitud, gestión del tiempo y percepción de utilidad (indirectamente). También sugieren una relación fuerte y significativa entre la implicación parental y de los profesores en los deberes escolares

Predicting approach to homework in Primary school students.

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.