“Finding our time”: Predicting students' time management in online collaborative groupwork

Examining the Psychometric Properties of the Homework Management Scale for High School Students in China

“…Another interesting line of research relating to the validity of the HMS would be to intervene those students with lower scores on certain subscales (e.g., Managing Time) to improve their homework management strategies, then assessing the influences on these and other subscales as well as other homework measures (e.g., Homework Completion) and subsequent academic achievement. Finally, as the demand associated with homework may evolve over time (e.g., online homework or group homework; Xu, Du, & Fan, 2013), it would important to refine and further test the validity of the HMS for it to be relevant for researchers and practitioners.…”

Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach

“…Informed by Trautwein et al's homework model [6] and related literature [12,30,42,48,54], the current investigation employed multilevel models to link math homework expectancy to five clusters of variables (demographic, homework, teacher, parent, and motivation) involving a large sample of Chinese students. Our finding that homework expectancy was significantly related to at least one variable from four of five clusters provides empirical support to the homework model tested.…”

“…In addition, it would be informative to use experience sampling methodology to study how and under what conditions students' homework expectancy changes moment-to-moment while doing specific homework assignments. It would be particularly informative to investigate factors that influence homework expectancy in online environments, as (a) online homework presents both opportunities and challenges for students, parents, and teachers [37,54,56], and as (b) COVID-19 has forced "an unprecedented massive 'migration' from traditional in-class face-to-face education to online education" [57] (p. 113). Finally, given our findings concerning the differential predictive effects of (a) homework variables (time, frequency, quality, interest, and favorability), (b) goal orientations (masteryand performance-approaches), and (c) teacher variables vs. parent variables on homework expectancy, it is therefore highly desirable to undertake qualitative research to better understand the antecedents and consequences of homework expectancy from the perspectives of students, parents, and teachers.…”

¿Cómo evaluaremos la competencia transversal “Planificación y gestión del tiempo” a un alumno de primer curso?

“…Esto se complica cuando se considera que el resultado al aplicar una estrategia varía de acuerdo a las capacidades y limitaciones de cada persona (Langa, 2013). Además, tal como indican los estudios empíricos existentes sobre este tipo de competencias en las clases universitarias, su evaluación exige una metodología específica (Allen, 2005;Xu, 2013). Por lo tanto, para llevar al aula realmente este reto de forma masiva como exige el nuevo panorama educativo universitario, se debe reflexionar críticamente sobre cómo incorporar los conceptos y los métodos asociados a esta competencia transversal sin alterar el correcto funcionamiento de la dinámica de cada asignatura.…”