Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2016-03-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00463/full |
| _version_ | 1811259083782619136 |
|---|---|
| author | Antonio Valle Bibiana Regueiro José C. Núñez Susana Rodríguez Isabel Piñeiro Pedro Rosário |
| author_facet | Antonio Valle Bibiana Regueiro José C. Núñez Susana Rodríguez Isabel Piñeiro Pedro Rosário |
| author_sort | Antonio Valle |
| collection | DOAJ |
| description | There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). |
| first_indexed | 2024-04-12T18:25:08Z |
| format | Article |
| id | doaj.art-18620666f6ff4f708eac85c344b56982 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T18:25:08Z |
| publishDate | 2016-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-18620666f6ff4f708eac85c344b569822022-12-22T03:21:17ZengFrontiers Media S.A.Frontiers in Psychology1664-10782016-03-01710.3389/fpsyg.2016.00463175164Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary SchoolAntonio Valle0Bibiana Regueiro1José C. Núñez2Susana Rodríguez3Isabel Piñeiro4Pedro Rosário5Department of Developmental and Educational Psychology, University of A CoruñaA Coruña, SpainDepartment of Developmental and Educational Psychology, University of A CoruñaA Coruña, SpainDepartment of Psychology, University of OviedoOviedo, SpainDepartment of Developmental and Educational Psychology, University of A CoruñaA Coruña, SpainDepartment of Developmental and Educational Psychology, University of A CoruñaA Coruña, SpainDepartmento de Psicologia Aplicada, Universidade do MinhoBraga, PortugalThere seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00463/fullhomeworkacademic goalsstudent homework engagementapproach to homeworkacademic achievementelementary school |
| spellingShingle | Antonio Valle Bibiana Regueiro José C. Núñez Susana Rodríguez Isabel Piñeiro Pedro Rosário Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School Frontiers in Psychology homework academic goals student homework engagement approach to homework academic achievement elementary school |
| title | Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School |
| title_full | Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School |
| title_fullStr | Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School |
| title_full_unstemmed | Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School |
| title_short | Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School |
| title_sort | academic goals student homework engagement and academic achievement in elementary school |
| topic | homework academic goals student homework engagement approach to homework academic achievement elementary school |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00463/full |
| work_keys_str_mv | AT antoniovalle academicgoalsstudenthomeworkengagementandacademicachievementinelementaryschool AT bibianaregueiro academicgoalsstudenthomeworkengagementandacademicachievementinelementaryschool AT josecnunez academicgoalsstudenthomeworkengagementandacademicachievementinelementaryschool AT susanarodriguez academicgoalsstudenthomeworkengagementandacademicachievementinelementaryschool AT isabelpineiro academicgoalsstudenthomeworkengagementandacademicachievementinelementaryschool AT pedrorosario academicgoalsstudenthomeworkengagementandacademicachievementinelementaryschool |