Tareas Escolares en el hogar y rendimiento en Matemáticasuna aproximación Multinivel con estudiantes de Enseñanza Primaria

  1. Rubén Fernández-Alonso 1
  2. Javier Suárez-Álvarez 1
  3. José Muñiz 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista de Psicología y Educación

ISSN: 1699-9517

Any de publicació: 2014

Volum: 9

Número: 2

Pàgines: 15-29

Tipus: Article

Altres publicacions en: Revista de Psicología y Educación

Referències bibliogràfiques

  • Buijs, M., & Admiraal, W. (2013). Homework assignments to enhance student engagement in secondary education. European Journal of Psychology of Education, 28, 767-779.
  • Cooper, H. (1989). Homework. White Plains, NY: Longman.
  • Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987- 2003. review of Educational research, 76, 1-62.
  • Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143-153.
  • De Jong, R., Westerhof, K. J., & Creemers, B. P. M. (2000). Homework and student math achievement in junior high schools. Educa- tional research and Evaluation, 6, 130-157. Dettmers, S., Trautwein, U., & Lüdtke,
  • O. (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School improvement, 20, 375-405.
  • Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Pekrun, R., & Frenzel, A. (2011). Students‘ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36, 25-35.
  • Dettmers, S., Trautwein, U., Lüdtke, M., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102, 467- 482.
  • Du Toit, M. (Eds.) (2003). irt from SSi: biloG-MG, MUltiloG, ParSCalE, tEStFaCt. Lincolnwood, IL: Scientiic Software International.
  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-193.
  • Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. british Educational research Journal, 25(3), 323-341.
  • Fernández-Alonso, R. y Muñiz, J. (2011). Diseños de cuadernillos para la evaluación de las competencias básicas. aula abierta, 39(2), 3-34.
  • Fernández-Alonso, R., Suárez-Álvarez, J. y Muñiz, J. (2012). Imputación de datos perdidos en las evaluaciones diagnósticas educativas, Psicothema, 24(1), 167-175.
  • Gobierno de Aragón (2010). Evaluación de diagnóstico en aragón 2010. Zaragoza: Departamento de Educación, Cultura y Deporte.
  • Gobierno del Principado de Asturias (2011). Evaluación de diagnóstico asturias 2010. Oviedo: Consejería de Educación y Ciencia. Recuperado de http://www. educastur.es/media/publicaciones/informes/evadiag2010.pdf
  • Gobierno Vasco (2012). Evaluación diagnóstica. informe de resultados y análisis de variables 2º educación secundaria obligatoria. Bilbao: Instituto Vasco de Evaluación e Investigación Educativa
  • Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions du- ring homework: Structures, selfconcept antecedents, and achievement outcomes. learning and individual differences, 22, 225–234.
  • Goldstein, A. (1960). Does homework help? A review of research. the Elementary School Journal, 60(4), 212-224.
  • Lubbers, M. J., Van Der Werf, M. P. C., Kuyper, H., & Hendriks, A. A. J. (2010). Does homework behavior mediate the relation between personality and academic performance? learning and individual differences, 20, 203- 208.
  • Murillo, F. J., & Martínez-Garrido, C. (2013). Homework inluence on academic performance. A study of Iberoamerican students of primary education. revista de Psicodidáctica, 18(1), 157-171.
  • Murillo, F. J., & Martínez-Garrido, C. (2014). Homework and pri- mary-school students’ academic achievement in Latin America. international review of Education. Journal of lifelong learning, 60(4), 1-23.
  • Núñez, J. C., Vallejo, G., Rosário, P., Tuero, E., & Valle, A. (2014). Student, teacher, and school context variables predicting aca- demic achievement in Biology: Analysis from a multilevel perspective. revista de Psicodidáctica, 19(1), 145-171.
  • Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, A. (2014). Teachers’ feedback on homework, homework-related behaviors, and academic achievement. the Journal of Educational research, 0, 1–12.
  • OECD (2013). PiSa 2012 results: what makes schools successful? resources, policies and practices (Volume IV). Paris: OECD Publishing.
  • Paschal, R. A., Weinstein, T., & Walberg, H. J. (1984). The effects of homework on learning: A quantitative synthesis. Journal of Educational research, 78, 97-104.
  • Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. review of Educational research, 78(4), 1039-1101.
  • Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of providing choices in the classroom. Journal of Educational Psychology, 102, 896-915.
  • Peña-Suárez, E., Fernández-Alonso, R. y Muñiz, J. (2009). Estimación del valor añadido de los centros escolares. aula abierta, 37(1), 3-18.
  • Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better. review of Educational research, 77(3), 373–410.
  • Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. T. (2004). HlM6: Hierarchical linear and Nonlinear Modeling. Chicago: Scientiic Software International.
  • Schereens, J. (1992). Effective Schooling, research theory and Practice. London: Cassell.
  • Scheerens, J., Witziers, B., & Steen, R. (2013). A meta-analysis of school effectiveness studies. revista de Educación, 361, 619- 645.
  • Trautwein, U. (2007). The homework– achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. learning and instruction, 17, 372–388.
  • Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement: Still much of a mystery. Educational Psychology review, 15, 115-145.
  • Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th grade mathematics. Contemporary Educational Psychology, 27, 26-50. Trautwein, U., & Lüdtke, O. (2007).
  • Students’ self-reported effort and time on homework in six school subjects: Between-student differences and within-student variation. Journal of Educational Psychology, 99, 432–444
  • Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-speciic, multilevel homework model. Journal of Educational Psychology, 98, 438-456.
  • Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101, 176–189.
  • Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Lüdtke, O. (2009). Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34, 77–88.
  • Tymms, P. B., & Fitz-Gibbon, C. T. (1992). The relationship of homework to A-level results. Educational research, 34(1), 3–10. Xu, J. (2008). Models of secondary school students’ interest in homework: A multilevel analysis. american Educational research Journal, 45(4), 1180- 1205.
  • Xu, J. (2010). Predicting homework time management at the secondary school level: A multilevel analysis. learning and individual differences, 20, 34–39.
  • Xu, J. (2011). Homework completion at the secondary school level: A multilevel analysis. the Journal of Educational research, 104, 171–182.
  • Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-eficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397–417. Fecha de recepción: 21/4/2014 Fecha de revisión: 26/4/2014 Fecha de aceptación: 15/9/2014