Multiple Goals and Homework Involvement in Elementary School Students

  1. Valle Arias, Antonio 2
  2. Pan López, Irene 2
  3. Núñez Pérez, José Carlos 3
  4. Rodríguez Martínez, Susana 2
  5. Rosário, Pedro 1
  6. Regueiro Fernández, Bibiana 2
  1. 1 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

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Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Ano de publicación: 2015

Volume: 18

Tipo: Artigo

DOI: 10.1017/SJP.2015.88 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: The Spanish Journal of Psychology

Obxectivos de Desenvolvemento Sustentable

Resumo

This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ?p2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ?p2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ?p2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

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Fonte de datos: Dialnet