文章基本信息

标题：PREDICTING APPROACH TO HOMEWORK IN PRIMARY SCHOOL STUDENTS
本地全文：下载
作者：Antonio Valle ; Irene Pan ; Bibiana Regueiro 等
期刊名称：Psicothema
印刷版ISSN：0214-9915
电子版ISSN：1886-144X
出版年度：2015
卷号：27
期号：4
页码：334-340
DOI：10.7334/psicothema2015.118
出版社：Cologio Oficial de Psicólogos del Principado
摘要：Background: The goal of this research was to study the weight of student variables related to homework (intrinsic homework motivation, perceived homework instrumentality, homework attitude, time spent on homework, and homework time management) and context (teacher feedback on homework and parental homework support) in the prediction of approaches to homework. Method: 535 students of the last three courses of primary education participated in the study. Data were analyzed with hierarchical regression models and path analysis. Results: The results obtained suggest that students’ homework engagement (high or low) is related to students´ level of intrinsic motivation and positive attitude towards homework. Furthermore, it was also observed that students who manage their homework time well (and not necessarily those who spend more time) are more likely to show the deepest approach to homework. Conclusions: Parental support and teacher feedback on homework affect student homework engagement through their effect on the levels of intrinsic homework motivation (directly), and on homework attitude, homework time management, and perceived homework instrumentality (indirectly). Data also indicated a strong and significant relationship between parental and teacher involvement.
关键词：Approach to homework; student engagement; parental support; teacher feedback; primary education.