Homework and academic achievement across Spanish Compulsory Education

Núñez, José Carlos; Suárez, Natalia; Cerezo, Rebeca; González-Pienda, Júlio António; Rosário, Pedro; Mourão, Rosa; Arias, Antonio Valle

doi:10.1080/01443410.2013.817537

Cited by 79 publications

(103 citation statements)

References 55 publications

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“…Éstas variables guardan relación con el rendimiento académico tal y como se ha visto en publicaciones anteriores (Cooper, 1989;Núñez et al, 2013). Las diferencias encontradas nos hacen sospechar que quizás existan otros factores que puedan influir en la implicación del estudiante como apuntaban otros investigadores (Bang, Suárez-Orozco, Pakes, & O'Connor, 2011).…”

Section: Discussionunclassified

“…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).…”

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“…La gran mayoría de los trabajos realizados sobre este tema han encontrado que aunque la mayor o menor realización de deberes está relacionada significativamente con el mayor o menor Revista de Psicología y Educación / Journal of Psychology and Education, 2018, 13(2), 92-98 (www.rpye.es) rendimiento académico, ésta relación varía en función de la edad y género de los estudiantes (Núñez et al, 2013).…”

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“…Estos resultados inconsistentes, quizás se expliquen si tenemos en cuenta la tercera variable, el aprovechamiento del tiempo, ya que dedicar más tiempo a los deberes no significa emplear estrategias eficientes de gestión de los mismos (Xu, 2007). En investigaciones más recientes como la realizada por Núñez et al (2013) se concluye que el aprovechamiento del tiempo es la variable de implicación en los deberes que más predice el rendimiento académico.…”

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“…A tenor de la gran variabilidad de resultados encontrados, Núñez et al (2013) realizó un estudio en el que además de las tres variables relacionadas con la implicación en los deberes contempló cómo estas se ven relacionadas con la edad y género de los estudiantes. Los resultados indicaron que las chicas hacían más deberes y destinaban más tiempo en labores académicas que los chicos; sin embargo, cabe destacar que no se encontraron diferencias en el aprovechamiento del tiempo.…”

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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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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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The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach

Jerrim

López-Agudo

Gutiérrez

2019

British Educational Res J

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Homework has traditionally been considered positive for students’ academic achievement, to the extent that it makes children more responsible while learning. Nevertheless, making students do a large amount of homework has been one of the most criticised practices in recent years. Parental associations have long held the view that Spanish elementary school pupils spend too much time on homework. This situation is so alarming that it has recently caused a ‘homework strike’, which has been supported by many children's parents. Furthermore, being assigned an excessive amount of homework is a serious problem which extends well beyond Spain. In light of this context, this article aims to provide new evidence on the relationship between homework and academic performance. To carry out this research, rich longitudinal census data, together with a twin fixed‐effects approach and value‐added models, have been used. In this way, we can control for variables that are the same within twins, allowing us to generate a better understanding of the association between homework time and primary children's academic achievement. Our main finding is that homework is not associated with young people's academic achievement (at least within this specific country context).

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Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement

et al. 2016

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This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.

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Homework and academic achievement across Spanish Compulsory Education

Cited by 79 publications

References 55 publications

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

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

The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach

Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement

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