Homework motivation and involvement throughout elementary school
Article Sidebar
Main Article Content
Abstract
The current work aims to study and find out any possible variations concerning homework motivation and involvement among students with different achievement levels. The sample consists of 535 students attending the three last year levels of Elementary School. Findings suggest that as achievement grows higher the better the intrinsic homework motivation, the more the perceived homework instrumentality, the bigger the amount of homework completed and the better the homework time management are. However, homework interest, attitude towards homework and time spent on homework show no significant statistic variation relating to the different levels of achievement. On the other hand, as students progress along the elementary school year levels their intrinsic homework motivation, their homework interest and their attitude towards homework deteriorate. Although students spend longer time completing homework, their homework time management becomes worse. No statistic differences have been found among the several school year levels studied relating to the amount of homework completed.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ: Erlbaum.
Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91
Cooper, H., Jackson, K., Nye, B. y Lindsay, J. J. (2001). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69(2), 181–200.
Cooper, H. M., Lindsay, J. J., Nye, B. y Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70–83.
Cooper, H., Robinson J. C. y Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.
Cooper, H. y Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143-153.
De Jong, R., Westerhof, K.J. y Creemers, B. P. M. (2000). Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6, 130-157.
Epstein, J.L. y Van Voorhis, F.L. (2001). More Than Minutes: Teachers’ Roles in Designing Homework. Educational Psychologist, 36(3), 181-193.
Katza, I., Kaplan, A. y Guetaa, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246-267.
Muhlenbruck, L., Cooper, H., Nye, B. y Lindsay, J. J. (2000). Homework and achievement: explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education, 3, 295-317.
Núñez, J.C., Suárez, N., Cerezo, R., González-Pienda, J.A., Rosário, P., Mourão, R. y Valle, A. (2013). Homework and its relation to academic achievement across compulsory education. Educational Psychology, doi: 10.1080/01443410.2013.817537.
Núñez, J.C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R. y Valle, A. (en prensa). Homework teacher feedback, homework behavior and academic achievement. Journal of Educational Research.
Pan, I., Regueiro, B., Ponte, B., Rodríguez, S., Piñeiro. I. y Valle, A. (2013). Motivación, implicación en los deberes escolares y rendimiento académico. Aula Abierta, 41(3), 13-22.
Ryan, E. M. y Deci, E. L. (2000). Self-determination theory and the facilitation of motivation, social development, and well-being. American Psychologist, 55, 68–78.
Rosário, P., Mourão, R., Baldaque, M., Nunes, T., Núñez, J.C., González-Pienda, J.A., Cerezo, R. y
Valle, A. (2009). Tareas para casa, autorregulación del aprendizaje y rendimiento en matemáticas. Revista de Psicodidáctica, 14, 179-192.
Rosário, P., Mourão, R., Núñez, J.C. y Solano, P. (2008). Homework and Self-Regulated Learning (SRL) at issue: findings and future trends. En A. Valle, J.C. Núñez, R.G. Cabanach, J.A. González-Pienda y S. Rodríguez (Eds.), Handbook of instructional resources and their applications in the classroom (pp. 123-134). Nueva York: Nova Science Publishers.
Rosário, P. Mourão, R., Trigo, L., Suárez, N., Fernández, E. y Tuero-Herrero, E. (2011). Uso de diarios de tareas para casa en el inglés como lengua extranjera: evaluación de pros y contras en el aprendizaje autorregulado y rendimiento. Psicothema, 23(4), 881 887.
Senechal, M. y LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460.
Sun, Sh., Pan, W. y Wang, L. L. (2010). A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology. Journal of Educational Psychology, 102, 989-1004.
Trautwein, U. y Köller, O. (2003). The relationship between homework and achievement-still much of a mystery. Educational Psychology Review, 15, 116-145.
Trautwein, U., Köller, O., Schmitz, B. y Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis of 7th grade mathematics. Contemporary Educational Psychology, 27, 26-50.
Trautwein, U., Lüdtke, O. Kastens, C. y Köller, O. (2006). Effort on homework in grades 5 through 9: Development, motivational antecedents, and the association with effort on class-work. Child Development, 77, 1094-1111.
Trautwein, U., Schnyder, I., Niggli, A., Neumann, M. y 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.
Valle, A., Pan, I., Núñez, J.C., Rosário, P., Rodríguez, S. y Regueiro, B. (en prensa). Deberes escolares y rendimiento académico en Educación Primaria. Anales de Psicología.
Walker, J.M.T., Hoover-Dempsey, K.V., Whetselm,D.R. y Green,C.L. (2004). Parental involvement in homework: A review of current research and its implications for teacher, afterschool program staff, and parent leaders. Cambridge, MA: Harvard Family Research Project.
Zimmerman, B.J. y Kitsantas, A. (2005). Students’ perceived responsibility and completion of homework: The role of self-regulatory beliefs and processes. Contemporary Educational Psychology, 30, 397-417.