Tareas para casa, rendimiento académico e implicación de padres y profesores

  1. Núñez, José C. 1
  2. Vallejo, Guillermo 1
  3. Cerezo, Rebeca 1
  4. Regueiro, Bibiana 2
  5. Rosário, Pedro 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  3. 3 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

Show affiliations +
Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2014

Issue Title: CONVIVIR Y CONDUCTA

Volume: 7

Issue: 1

Pages: 417-424

Type: Article

DOI: 10.17060/IJODAEP.2014.N1.V7.811 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Sustainable development goals

Abstract

Las Tareas para Casa (TPC), en el ámbito anglosajón “homework” y en el español denominadas “deberes escolares”, constituyen una de las actividades más rutinarias del ámbito escolar y es por ello que forman parte de la realidad cotidiana de alumnos y profesores. Pese a su actual presencia en el contexto académico, la necesidad de prescribir TPC a los estudiantes ha sido ampliamente cuestionada a lo largo de los años. Aunque han existido opiniones contrarias a las TPC, como ocurrió cuando la popular revista Time, en 1999, con las TPC como portada, advirtió de que éstas podían suponer una sobrecarga para los alumnos y sus familias (Corno, 1996), parece que ha terminado por imponerse la opinión favorable a ellas, la cual han defendido numerosos autores y en la que se reconocen estas tareas como un indicador de escuelas y alumnos exitosos (Epstein & Van Voorhis, 2001). En concreto, se entiende que la realización de TPC mejora las habilidades de estudio de los alumnos, sus actitudes hacia el trabajo y les enseña que el aprendizaje no sólo se produce dentro de las paredes del colegio (Trautwein, Lüdtke, Schnyder, & Niggli, 2006).

Bibliographic References

  • Cooper, H. (Ed.). (1989). Homework. New York: Longman.
  • Cooper, H., Jackson, K., Nye, B. A., & 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.
  • Cooper, H., Lindsey, J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464-487.
  • Cooper, H., Robinson, J., & Patall, E. (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.
  • Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25, 27-30.
  • De Jong, R., Westerhof, K. J., & Creemers, B. P. M. (2000). Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6, 130-157.
  • Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2011.09.004
  • Epstein, J. L. (1988). Homework practices, achievements, and behaviors of elementary school students.
  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36, 181-193.
  • Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461-1474.
  • Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246-267.
  • Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039-1101.
  • Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174-186.
  • Ronning, M. (2011). Who benefits from homework assignments? . Economics of Education Review, 30, 55-64.
  • Schultz, M. D. (1999). Parental involvement in low-income and minority children’s education. (Doctoral Dissertation, State University of New York at Stony Brook, 1999). Dissertation Abstracts International, 61, 549.
  • Tam, V. C. (2009). Homework involvement among Hong Kong primary school students. Asian Pacific Journal of Education, 29, 213-227.
  • 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., 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. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family caracteristics, classroom factors and school track. Learning and Instruction, 19, 243-258.
  • 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.
  • Walberg, H. J. (1991). Does homework help? The School Community Journal, 1, 13-15.
  • Xu, J. (2007). Middle-School Homework Management: More than just gender and family involvement. Educational Psychology, 27(2), 173-189.
  • Xu, J. (2010). Predicting homework time management at the secondary school level: A multilevel analysis. Learning and Individual Differences, 20, 34-39.
Data source: Dialnet