Predicting homework effort: Support for a domain-specific, multilevel homework model.

Trautwein, Ulrich; Lüdtke, Oliver; Schnyder, Inge; Niggli, Alois

doi:10.1037/0022-0663.98.2.438

Cited by 350 publications

(479 citation statements)

References 67 publications

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“…Furthermore, since only self-concept operationalized as students' perceptions of competence was considered, further variables for students' self-perceptions should be addressed such as affect self-perceptions (Arens et al, 2011;Marsh et al, 2013). Finally, beyond achievement, it might be worthwhile to take a broader range of outcome variables such as goal orientations , effort (Trautwein, Lüdtke, Schnyder, & Niggli, 2006) or emotions (Pekrun, 2006) into account.…”

Section: Discussionmentioning

confidence: 99%

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens¹,

Marsh²,

Pekrun³

et al. 2017

Journal of Educational Psychology

105

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Section: Discussionmentioning

confidence: 99%

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens¹,

Marsh²,

Pekrun³

et al. 2017

Journal of Educational Psychology

105

View full text Add to dashboard Cite

show abstract

“…La escala ha sido elaborada a partir de otras escalas multi-item publicadas por otros autores en investigaciones previas (e.g., Trautwein, Lüdtke, Schnyder, & Niggli,, 2006;Xu, 2008Xu, , 2010, y algunos de los resultados derivados de ésta ya han sido publicados en revistas científicas (e.g., Núñez et al, 2013;Núñez, Suárez, Rosário, Vallejo, Cerezo, & Valle, 2015;Núñez, Suárez, Rosário, Vallejo, Valle, & Epstein, 2015).…”

Section: Instrumentosunclassified

Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo

Regueiro¹,

Fernández²,

Estévez³

et al. 2017

Rev. Psicol. Educ

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Resumen: Los deberes escolares son una de las prácticas educativas más extendidas en todo el mundo. Sin embargo, en literatura previa acerca de esta temática los datos aportados no tienen en cuenta algunas variables importantes y propias de nuestro tiempo, como es la multiculturalidad de las aulas. Así, una variable que podría resultar significativa en la relación entre realizar deberes y rendir en la escuela es el hecho de ser inmigrante o nativo. Por ello, el presente trabajo examina si la relación entre implicación escolar y rendimiento académico varía en función de ésta variable. La muestra se compone de 502 estudiantes (310 nativos y 192 inmigrantes) con edades comprendidas entre los 10 y 16 años participaron en el estudio. A través de la prueba t de Student para muestras independientes los resultados indican que existen diferencias estadísticamente significativas entre las dos poblaciones en la mayoría de las variables estudiadas, a favor del alumnado nativo. Se concluye, por tanto, que los estudiantes nativos aprovechan mejor el tiempo que dedican a la realización de los deberes escolares, llevan al colegio los deberes realizados con una mayor calidad, se benefician más de los mismos y, además, su rendimiento es mayor que los estudiantes inmigrantes.Palabras clave: Inmigrante, Deberes, Calidad de los deberes, Aprovechamiento del tiempo, Rendimiento académico. Homework and academic achievement: A comparative study between immigrant and native studentsAbstract: Homework is one of the greatest educational practices in the world. However, in previous literature about this subject the research contributed does not take into account some important variables, such as the multiculturality of classrooms. Thus, a variable that could be significant in the relationship between doing homework and academic achievement is the fact of being an immigrant or a native. Therefore, the present study examines whether the relationship between homework involvement and academic achievement varies according to this variable. To do this, 502 students (310 natives and 192 immigrants) aged between 10 and 16 participated in the study. Through the Student's t-test for independent samples the results indicate that there are statistically significant differences between the two populations in the majority of the variables studied, in favor of the native students. It is concluded, therefore, that the native students take better advantage of the time they dedicate to do homework, they take to homework realized with a higher quality, they benefit more of homework and, in addition, their academic achievement is better that immigrant students.

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“…Plus la qualité du travail demandé est perçue comme élevée, plus les élèves déploient des efforts pour accomplir ledit travail. Le consensus entre les élèves issus d'une même classe est important, ce qui signifie que ces différences ne renvoient pas uniquement à des perceptions isolées mais à des pratiques effectives (Trautwein & Lüdtke, 2007 ;Trautwein, Lüdtke, Schnyder et al, 2006). Ce résultat est d'autant plus intéressant que le travail donné à la maison obéit parfois à une logique faiblement didactique lorsqu'il est guidé avant tout par un souci d'asseoir la respectabilité de l'enseignant ou de la discipline par rapport aux pairs et aux attentes des parents (Glasman & Besson, 2004).…”

Section: Discussionunclassified

Ponerse a trabajar y permanecer en ello: los tormentos de la autorregulación

Cosnefroy¹

2010

rfp

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Predicting homework effort: Support for a domain-specific, multilevel homework model.

Cited by 350 publications

References 67 publications

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo

Ponerse a trabajar y permanecer en ello: los tormentos de la autorregulación

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