Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria

  1. Bibiana Regueiro
  2. Antonio Valle
  3. José C. Núñez 1
  4. Pedro Rosário
  5. Susana Rodríguez
  6. Natalia Suárez 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Year of publication: 2017

Volume: 29

Issue: 2

Pages: 266-278

Type: Article

DOI: 10.1080/11356405.2017.1306988 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Sustainable development goals

Bibliographic References

  • Bryan, T., & Nelson, C. (1994). Doing homework: Perspectives of elementary and junior high school students. Journal of Learning Disabilities, 27, 488–499. doi:10.1177/002221949402700804[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. [Google Scholar]
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. R. Gunnar, & L. A. Sroufe (Eds.), Self-processes in development: Minnesota symposium on child psychology (Vol. 23, pp. 167–216). Hillsdale, NJ: Erlbaum. [Google Scholar]
  • Cooper, H. (1989). Homework. White Plains, NY: Longman.[Crossref], [Google Scholar]
  • Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers, and parents. Thousand Oaks, CA: Corwin Press.[Crossref], [Google Scholar]
  • Cooper, H., Jackson, K., Nye, B., & Lindsay, J. J. (2001). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69, 181–199. doi:10.1080/00220970109600655[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70–83. doi:10.1037/0022-0663.90.1.70[Crossref], [Web of Science ®], [Google Scholar]
  • Cooper, H., & Valentine, J. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153. doi:10.1207/S15326985EP3603_1[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Eccles, J., Lord, S., Roeser, R., Barber, B., & Jozefowicz, D. (1997). The association of school transitions in early adolescence with developmental trajectories through high school. In J. Schulenberg, & J. L. M. K. Hurrelmann (Eds.), Health risks and developmental transitions during adolescence (pp. 283–321). New York, NY: Cambridge University Press. [Google Scholar]
  • Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95, 421–454. doi:10.1086/461853[Crossref], [Web of Science ®], [Google Scholar]
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059[Crossref], [Web of Science ®], [Google Scholar]
  • Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9–33. doi:10.1016/j.cedpsych.2006.12.002[Crossref], [Web of Science ®], [Google Scholar]
  • Hong, E., & Milgram, R. M. (2000). Homework: Motivation and learning preference. Wesport, CT: Bergin & Garvey. [Google Scholar]
  • Hong, E., Peng, Y., & Rowell, L. L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19, 269–276. doi:10.1016/j.lindif.2008.11.009[Crossref], [Web of Science ®], [Google Scholar]
  • Mahatmya, D., Lohman, B. J., Matjasko, J. L., & Farb, A. F. (2012). Engagement across developmental periods. In S. L. En, A. L. R. Christenson, & C. Wylie (Eds.), Handbook of research on students’ engagement (pp. 45–63). New York, NY: Springer.[Crossref], [Google Scholar]
  • Núñez, J. C., Amieiro, N., Álvarez, D., García, T., & Dobarro, A. (2015). Escala de evaluación de la autorregulación del aprendizaje a partir de textos (ARATEX-R). European Journal of Education and Psychology, 8, 9–22. doi:10.1016/j.ejeps.2015.10.002[Crossref], [Google Scholar]
  • Núñez, J. C., Suárez, N., Cerezo, R., González-Pienda, J. A., Rosário, P., Mourão, R., & Valle, A. (2015). Homework and academic achievement across Spanish Compulsory Education. Educational Psychology, 35, 726–746. doi:10.1080/01443410.2013.817537[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviors and academic achievement. The Journal of Educational Research, 108, 204–216. doi:10.1080/00220671.2013.878298[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors and academic achievement: Differences among elementary, junior high and high school students. Metacognition and Learning, 10, 375–406. doi:10.1007/s11409-015-9135-5[Crossref], [Web of Science ®], [Google Scholar]
  • Pan, I., Regueiro, B., Ponte, B., Rodríguez, S., Piñeiro, I., & Valle, A. (2013). Motivación, implicación en los deberes escolares y rendimiento académico. Aula Abierta, 41(3), 13–22. [Google Scholar]
  • Regueiro, B., Suárez, N., Valle, A., Núñez, J. C., & Rosário, P. (2015). La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria. Revista de Psicodidáctica, 20, 47–63. doi:10.1387/RevPsicodidact.12641[Crossref], [Web of Science ®], [Google Scholar]
  • Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388. doi:10.1016/j.learninstruc.2007.02.009[Crossref], [Web of Science ®], [Google Scholar]
  • Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement-still much of a mystery. Educational Psychology Review, 15, 115–145. doi:10.1023/A:1023460414243[Crossref], [Web of Science ®], [Google Scholar]
  • Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438–456. doi:10.1037/0022-0663.98.2.438[Crossref], [Web of Science ®], [Google Scholar]
  • Valle, A., Pan, I., Núñez, J. C., Rosário, P., Rodríguez, S., & Regueiro, B. (2015). Deberes escolares y rendimiento académico en Educación Primaria. Anales de Psicología, 31, 562–569. doi:10.6018/analesps.31.2.171131[Crossref], [Web of Science ®], [Google Scholar]
  • Valle, A., Pan, I., Regueiro, B., Suárez, N., Tuero, E., & Nunes, R. (2015). Predicting approach to homework in Primary school students. Psicothema, 27, 334–340.[PubMed], [Web of Science ®], [Google Scholar]
  • Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S., & Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5, 345–355. [Google Scholar]
  • Valle, A., Regueiro, B., Rodríguez, S., Piñeiro, I., Freire, C., Ferradás, M., & Suárez, N. (2015). Perfiles motivacionales como combinación de expectativas de autoeficacia y metas académicas en estudiantes universitarios. European Journal of Education and Psychology, 8, 1–8. doi:10.1016/j.ejeps.2015.10.001[Crossref], [Google Scholar]
  • Xu, J. (2007). Middle-school homework management: More than just gender and family involvement. Educational Psychology, 27, 173–189. doi:10.1080/01443410601066669[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Xu, J. (2008). Models of secondary school students’ interest in homework: A multilevel analysis. American Educational Research Journal, 45, 1180–1205. doi:10.3102/0002831208323276[Crossref], [Web of Science ®], [Google Scholar]
  • Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school. British Journal of Sociology of Education, 17, 299–313. doi:10.1080/0142569960170304[Taylor & Francis Online], [Web of Science ®], [Google Scholar]