Niveles de rendimiento académico e implicación en los deberes escolares en estudiantes españoles de Educación Secundaria
Niveles de rendimiento académico e implicación en los deberes escolares en estudiantes españoles de Educación Secundaria
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Resumen
Los deberes escolares son una de las actividades educativas que mayores controversias ha generado en los últimos tiempos en diferentes sectores educativos. El objetivo de este trabajo es averiguar si hay diferencias estadísticamente significativas en la cantidad de deberes realizados, en el tiempo dedicado a los deberes y en el aprovechamiento del tiempo, en función de los distintos niveles de rendimiento académico de los estudiantes de Secundaria en las asignaturas de Matemáticas, Lengua Española y Lengua Inglesa. En el estudio participaron 613 estudiantes españoles de Secundaria. Los resultados encontrados indican que los niveles más altos de rendimiento académico se encuentran asociados positivamente con una mayor cantidad de deberes escolares realizados, con una mayor cantidad de tiempo dedicado a realizar los deberes y también con un mejor aprovechamiento de ese tiempo. Por el contrario, los niveles más bajos de rendimiento académico en estas asignaturas, se encuentran asociados positivamente con una menor cantidad de deberes realizados, con una menor cantidad de tiempo dedicados a los deberes y también con un peor aprovechamiento de ese tiempo que dedican a hacer los deberes.
Citas
Blazer, C. (2009). Literature review: Homework. Miami: Research Services Office of Assessment, Research, and Data Analysis Miami.
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30–36.
Claessens, B.J.C., Van Eerde, W., Rutte, C.G., y Roe, R.A. (2007). A review of the time management literature. Personnel Review, 36, 255?276.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ: Erlbaum.
Cooper, H. (1989a). Homework. White Plains, NY: Longman.
Cooper, H. (1989b). Synthesis of research on homework. Educational Leadership, 47, 85–91.
Cooper, H., Jackson, K., Nye, B., y Lindsay, J.J. (2001). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69, 181–199.
Cooper, H., Lindsay, J.J., Nye, B., y Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70–83.
Cooper, H., Robinson, J., y Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1–62.
Cooper, H., y Valentine, J.C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153.
Epstein, J.L., y Van Voorhis, F.L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36(3), 181–193.
Esteban, M., Bernardo, A., Tuero, E., Cerezo, R., y Núñez, J.C. (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9(2), 79–88.
Hong, E. (2001). Homework style, homework environment, and academic achievement. Learning Environments Research, 4, 7–23.
Kralovec, E., y Buell, J. (2001). End homework now. Educational Leadership, 55(7), 39–42.
McMillan, J.H., y Schumacher, S. (2005). Investigación educativa. Madrid: Pearson Educación.
Muhlenbruck, L., Cooper, H., Nye, B., y Lindsay, J.J. (2000). Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education, 3, 295–317.
Murillo, F.J., y Martínez-Garrido, C. (2013). Incidencia de las tareas para casa en el rendimiento académico. Un estudio con estudiantes iberoamericanos de Educación Primaria. Revista de Psicodidáctica, 18(1), 157-178.
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, 726–746.
Núñez, J.C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., y Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviors and academic achievement. The Journal of Educational Research, 108, 204–216.
Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385?407.
Plant, E.A., Ericsson, K.A., Hill, L., y Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96–116.
Regueiro, B., Rodríguez, S., Piñeiro, I., Estévez, I., Ferradás, M., y Suárez, N. (2015). Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes. European Journal of Investigation in Health, Psychology and Education, 5(3), 313-323.
Regueiro, B., Suárez, N., Valle, A., Núñez, J.C., y Rosário, P. (2015). La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria. Revista de Psicodidáctica, 20(1), 47-63.
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.
Sun, Sh., Pan, W., y Wang, L.L. (2010). A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology. Journal of Educational Psychology, 102, 989–1004.
Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388.
Trautwein, U., y Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family caracteristics, classroom factors and school track. Learning and Instruction, 19(3), 243-258.
Trautwein, U., Lüdtke, O., Nagengast, B., y Flunger, B. (2015). Too much time has been spent on the time devoted to homework. In H.W. Marsh F., R.G. Craven, y D.M. McInerney (Eds.), Self-concept, motivation and identity: Underpinning success with research and practice. International Advances in Self Research (pp. 151-171). Charlotte, NC: Information Age Publishing.
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.
Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., y Lüdtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34, 77–88.
Valle, A., Pan, I., Núñez, J.C., Rodríguez, S., Rosário, P., y Regueiro, B. (2015). Multiple goals and homework involvement in Primary Education students. The Spanish Journal of Psychology, 18(81), 1–11.
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, 562– 569.
Valle, A., Pan, I., Regueiro, B., Suárez, N., Tuero, E., y Nunes, A.R. (2015). Predicting approach to homework in primary school students. Psicothema, 27, 334-340.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S., y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345-355.
Walberg, H.J. (1991). Does homework help? School Community Journal, 1(1), 13-15.
Warton, P. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155–165.
Xu, J. (2008). Validation of scores on the homework management scale for high school students. Educational and Psychological Measurement, 68, 304?324.
Xu, J., y Wu, H. (2013). Self-Regulation of homework behavior: Homework management at the Secondary School level. The Journal of Educational Research, 106, 1-13.
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30–36.
Claessens, B.J.C., Van Eerde, W., Rutte, C.G., y Roe, R.A. (2007). A review of the time management literature. Personnel Review, 36, 255?276.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ: Erlbaum.
Cooper, H. (1989a). Homework. White Plains, NY: Longman.
Cooper, H. (1989b). Synthesis of research on homework. Educational Leadership, 47, 85–91.
Cooper, H., Jackson, K., Nye, B., y Lindsay, J.J. (2001). A model of homework’s influence on the performance evaluations of elementary school students. Journal of Experimental Education, 69, 181–199.
Cooper, H., Lindsay, J.J., Nye, B., y Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90, 70–83.
Cooper, H., Robinson, J., y Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1–62.
Cooper, H., y Valentine, J.C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153.
Epstein, J.L., y Van Voorhis, F.L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36(3), 181–193.
Esteban, M., Bernardo, A., Tuero, E., Cerezo, R., y Núñez, J.C. (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9(2), 79–88.
Hong, E. (2001). Homework style, homework environment, and academic achievement. Learning Environments Research, 4, 7–23.
Kralovec, E., y Buell, J. (2001). End homework now. Educational Leadership, 55(7), 39–42.
McMillan, J.H., y Schumacher, S. (2005). Investigación educativa. Madrid: Pearson Educación.
Muhlenbruck, L., Cooper, H., Nye, B., y Lindsay, J.J. (2000). Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels. Social Psychology of Education, 3, 295–317.
Murillo, F.J., y Martínez-Garrido, C. (2013). Incidencia de las tareas para casa en el rendimiento académico. Un estudio con estudiantes iberoamericanos de Educación Primaria. Revista de Psicodidáctica, 18(1), 157-178.
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, 726–746.
Núñez, J.C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., y Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviors and academic achievement. The Journal of Educational Research, 108, 204–216.
Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385?407.
Plant, E.A., Ericsson, K.A., Hill, L., y Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96–116.
Regueiro, B., Rodríguez, S., Piñeiro, I., Estévez, I., Ferradás, M., y Suárez, N. (2015). Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes. European Journal of Investigation in Health, Psychology and Education, 5(3), 313-323.
Regueiro, B., Suárez, N., Valle, A., Núñez, J.C., y Rosário, P. (2015). La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria. Revista de Psicodidáctica, 20(1), 47-63.
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.
Sun, Sh., Pan, W., y Wang, L.L. (2010). A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology. Journal of Educational Psychology, 102, 989–1004.
Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388.
Trautwein, U., y Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family caracteristics, classroom factors and school track. Learning and Instruction, 19(3), 243-258.
Trautwein, U., Lüdtke, O., Nagengast, B., y Flunger, B. (2015). Too much time has been spent on the time devoted to homework. In H.W. Marsh F., R.G. Craven, y D.M. McInerney (Eds.), Self-concept, motivation and identity: Underpinning success with research and practice. International Advances in Self Research (pp. 151-171). Charlotte, NC: Information Age Publishing.
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.
Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., y Lüdtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34, 77–88.
Valle, A., Pan, I., Núñez, J.C., Rodríguez, S., Rosário, P., y Regueiro, B. (2015). Multiple goals and homework involvement in Primary Education students. The Spanish Journal of Psychology, 18(81), 1–11.
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, 562– 569.
Valle, A., Pan, I., Regueiro, B., Suárez, N., Tuero, E., y Nunes, A.R. (2015). Predicting approach to homework in primary school students. Psicothema, 27, 334-340.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S., y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345-355.
Walberg, H.J. (1991). Does homework help? School Community Journal, 1(1), 13-15.
Warton, P. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155–165.
Xu, J. (2008). Validation of scores on the homework management scale for high school students. Educational and Psychological Measurement, 68, 304?324.
Xu, J., y Wu, H. (2013). Self-Regulation of homework behavior: Homework management at the Secondary School level. The Journal of Educational Research, 106, 1-13.