Uso de diarios de tareas para casa en el inglés como lengua extranjera: evaluación de pros y contras en el aprendizaje autorregulado y rendimiento

  1. Rosário, Pedro
  2. Mourao, Rosa
  3. Trigo, Luisa
  4. Suárez Fernández, Natalia 1
  5. Fernández Alba, María Estrella 1
  6. Tuero Herrero, Ellián 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2011

Volumen: 23

Número: 4

Páginas: 681-687

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

A pesar de la importancia de la realización de los deberes escolares (tareas para casa, TPC) en el aprovechamiento académico, hoy en día existe una enorme preocupación por la baja implicación de muchos alumnos en la realización de las TPC y su efecto en el alto fracaso escolar. En este estudio, centrado en el área académica del inglés (lengua extranjera), y en base a una muestra de 591 alumnos de 5º y 6º de Educación Primaria, se analiza el rol de diferentes variables relativas a las TPC en la determinación del rendimiento académico de los estudiantes (proximal y distal), teniendo en cuenta el papel potencialmente mediador de dicha relación del uso de estrategias de autorregulación del aprendizaje y la efi cacia percibida. Los resultados obtenidos muestran que el efecto de las TPC sobre el rendimiento es indirecto, a través de las variables cognitivo-motivacionales consideradas (uso de estrategias de autorregulación del aprendizaje y la autoefi cacia). Estos resultados son discutidos en la línea de convertir la realización de las TPC como elemento clave para afrontar el elevado fracaso escolar.

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Fuente de los datos: Dialnet