Tareas para casa, autorregulación del aprendizaje y rendimiento en matemáticas

  1. Rosário, Pedro 2
  2. Mourao, Rosa 2
  3. Baldaque, Margarida 2
  4. Nunes, Tânia 2
  5. González-Pienda García, Julio Antonio 1
  6. Núñez Pérez, José Carlos 1
  7. Cerezo Menéndez, Rebeca 1
  8. Valle Arias, Antonio 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  3. 3 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

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Revue:
Revista de psicodidáctica

ISSN: 1136-1034

Année de publication: 2009

Volumen: 14

Número: 2

Pages: 179-192

Type: Article

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D'autres publications dans: Revista de psicodidáctica

Résumé

Homework is a well known teaching strategy in schools all over the world. Althoughmost studies privilege time spent on homework as a measure to evaluate homework effects onachievement new literature approach perspectives suggest the need to study other variablesinvolved in the homework process. Focusing on Math’s domain, the present paper analyses theimpact of motivational variables (e.g., self-efficacy and self-regulated learning) on Portugueseelementary school students’ (aged 10 and 11) achievement. The impact of some homeworkvariables (e.g., effort on homework, perceived utility of homework tasks) on the takenmotivational variables is also addressed and analyzed. Data confirm that students’ Mathachievement is influenced by the motivational variables taken in the study and that these, ontheir turn, are influenced by the homework variables, thus stressing their important role in thepromotion of students’ school success. Teaching implications are also discussed.

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