Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was...

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Published inFrontiers in psychology Vol. 7; p. 463
Main Authors Valle, Antonio, Regueiro, Bibiana, Núñez, José C, Rodríguez, Susana, Piñeiro, Isabel, Rosário, Pedro
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 31.03.2016
Subjects
academic achievement
academic goals
approach to homework
elementary school
homework
Psychology
student homework engagement
student homework engagement
academic goals
elementary school
approach to homework
academic achievement
homework
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Summary:There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management,
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Melinda J. Mollette, Gwinnett County Public Schools, USA; Javier Fiz Pérez, Università Europea di Roma, Italy
Edited by: Jesus De La Fuente, University of Almería, Spain
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2016.00463