Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes

Referencias bibliográficas

• Bailey, L. (2006). Interactive homework: A tool for fostering parent-child interactions and improving learning outcomes for at-risk young children. Early Childhood Education Journal, 3(2), 155-167.
• Balli, S.J., Wedman, J.F., y Demo, D.H. (1997). Family involvement with middle grades homework: Effects of differential prompting. Journal of Experimental Education, 66, 31-48.
• Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective. Theory Into Practice, 43(3), 189-196.
• Catsambis, S. (1998). Expanding knowledge of parental involvement in secondary education-Effects on high school academic success (CRESPAR Report 27). Baltimore, MD: Johns Hopkins University.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.) (Hillsdale, Erlbaum).
• Cooper, H., Jackson, K., Nye, B., y Lindsay, J.J. (2001). A model of homework’s influence on the performance of elementary school students. Journal of Experimental Education, 69, 181-199.
• Corno, L. (2000). Looking at homework differently. Elementary School Journal, 100, 529-548.
• De La Torre, M. J., Cruz, Casanova, P. F, Villa, M., y Cerezo, M.T. (2013). Consistencia e inconsistencia parental: relaciones con la conducta agresiva y satisfacción vital de los adolescentes. European Journal of Education and Psychology, 6(2), 135-149.
• Dettmers, S., Trautwein, U., y Lüdtke, O. (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement, 20, 375-405.
• Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., y Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology, 37(1), 55-69.
• Epstein, J.L., Sanders, M.G., y Simon, B.S. (2009). School, family, and community partnerships: Your handbook for action (3rd ed): Thousand Oaks, CA: Corwin Press.
• Frempong, G., y Ma, X. (2006). Improving reading skills: Policy sensitive non-school and family factors: Final Report. Human Resources Skills and Development Canada.
• Ghazarian, S.R., y Buehler, C. (2010). Interparental conflict and academic achievement: An examination of mediating and moderating factors. Journal of Youth and Adolescence, 39, 23-35.
• González-Pienda, J.A., y Núñez, J.C. (1994). Cuestionario para la evaluación de la implicación de la familia en el proceso de escolarización de los hijos. Departamento de Psicología de la Universidad de Oviedo.
• Grolnick, W.S., y Apostoleris, N.H. (2002). What makes parents controlling? En E. Deci y R. Ryan (Eds.), Handbook of self-determination research, Rochester, NY: University of Rochester Press.
• Hong, E., Milgram, R.M., y Rowell, L.L. (2004). Homework motivation and preference: A learnercentered homework approach. Theory Into Practice, 43, 197-203.
• Knollmann, M., y Wild, E. (2007). Quality of parental support and students’ emotions during homework: Moderating effects of students motivational orientations. European Journal of Psychology of Education, 22, 63-76.
• Lloret, D., Cabrera, V., y Sanz, Y. (2013). Relaciones entre hábitos de uso de videojuegos, control parental y rendimiento escolar. European Journal of Investigation in Health, Psychology and Education, 3(3), 237-248.
• Moral, M.V. y Ovejero, A. (2013). Percepción del clima social familiar y actitudes ante el acoso escolar en adolescentes. European Journal of Investigation in Health, Psychology and Education, 3(2), 149-160.
• Núñez, J.C., Suárez, N., Cerezo, R., González-Pienda, J.A., Rosário, P., Mourao, R., y Valle, A. (2015). Homework and academic achievement across Spanish Compulsory Education. Educational Psychology, 35(6), 726-746.
• Núñez, J.C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., y Valle, A. (2015). Homework teacher feedback, homework behavior and academic achievement. The Journal of Educational Research, 108(3), 204-216.
• 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.
• Patall, E.A., Cooper, H., y Robinson, J.C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039-1101.
• Pomerantz, E.M., Grolnick, W.S., y Price, C.E. (2005). The role of parents in how children approach achievement. En A.J. Elliot y C.S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 259-278) New York: The Guilford Press.
• Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro., I., y Cerezo, R. (2014). Teacher selfefficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107-120.
• Rodríguez-Góngora, J., Pérez-Fuentes, M.C., y Gázquez, J.J. (2013). Relación entre el Estilo Educativo parental y el nivel de adaptación de menores en riesgo social. European Journal of Investigation in Health, Psychology and Education, 3(3), 301-318.
• 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., González-Pienda, J.A. y Solano, P. (2006). Escuela-familia: ¿Es posible una relación recíproca y positiva? Papeles del Psicólogo, 27(3), 171-179.
• Ryan, R.M. y Deci, E.L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319-338.
• Shumow, L. y Miller, J. (2001). Father's and mother's school involvement during early adolescence. The Journal of Early Adolescence, 21, 69-92.
• Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., y Nurmi, J.E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. Learning and Instruction, 20, 61-71.
• Song, I.S., y Hattie, J.A. (1984). Home environment, self-concept and academic achievement: A casual modelling approach. Journal of Educational Psychology, 76(6), 1269-1281.
• Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372-388.
• Trautwein, U., Lüdtke, O., Schnyder, I., y Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456.
• Valle, A., Núñez, J.C., Rodríguez, S., Cabanach, R.G., González-Pienda, J.A., y Rosario, P. (2010). Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro. Universitas Psychologica, 9(1), 109-121.
• Valle, A., Pan, I., Núñez, J.C., Rosário, P., Rodríguez, S. y Regueiro, B. (2015). Deberes escolares y rendimiento académico en Educación Primaria. Anales de Psicología, 31(2), 562-569.
• Wingard, L., y Forsberg, L. (2009). Parent involvement in children’s homework in American and Swedish dual-earner families. Journal of Pragmatics, 41, 1576-1595.
• Xu, J., y Corno, L. (2003). Family help and homework management reported by middle school students. Elementary School Journal, 103(5), 503-517.