Deberes y rendimiento en matemáticaspapel del profesorado, la familia y las características del alumnado

  1. Fernández-Alonso, Rubén 1
  2. Suárez-Álvarez, Javier 2
  3. Muñiz, José 2
  1. 1 Consejería de Educación, Cultura y Deporte. Gobierno del Principado de Asturias
  2. 2 Facultad de Psicología. Universidad de Oviedo
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2016

Volumen: 21

Número: 1

Páginas: 5-23

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.13939 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Se investiga el papel que juegan el profesorado, la familia y las características del alumnado en la realización de los deberes y el rendimiento en matemáticas. Participan 7725 adolescentes españoles con una media de edad de 13.78 ( .82) y 2246 profesores que imparten docencia al alumnado mencionado. Se realiza un análisis jerárquico-lineal de dos niveles, estudiantes (N = 7541) y aulas (N = 353), ajustado por variables antecedentes y de rendimiento previo. Los resultados indican que el trabajo autónomo del alumnado es más importante que el tiempo dedicado a los deberes. El peso que los deberes tienen en las calificaciones escolares (nivel 1) y la frecuencia de asignación (nivel 2) son las dos variables más importantes vinculadas a la política de deberes del profesorado. Por último, la implicación familiar en el aprendizaje y la importancia de los deberes para la familia también aparecen positiva y significativamente vinculadas a los resultados. 

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Fuente de los datos: Dialnet