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Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation
The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6519138/ https://www.ncbi.nlm.nih.gov/pubmed/31139114 http://dx.doi.org/10.3389/fpsyg.2019.01047 |
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author | Rodríguez, Susana Núñez, José C. Valle, Antonio Freire, Carlos Ferradás, María del Mar Rodríguez-Llorente, Carolina |
author_facet | Rodríguez, Susana Núñez, José C. Valle, Antonio Freire, Carlos Ferradás, María del Mar Rodríguez-Llorente, Carolina |
author_sort | Rodríguez, Susana |
collection | PubMed |
description | The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation toward homework may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first 4 years of Secondary Education (N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation toward homework engagement when assigning homework. |
format | Online Article Text |
id | pubmed-6519138 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-65191382019-05-28 Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation Rodríguez, Susana Núñez, José C. Valle, Antonio Freire, Carlos Ferradás, María del Mar Rodríguez-Llorente, Carolina Front Psychol Psychology The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation toward homework may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first 4 years of Secondary Education (N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation toward homework engagement when assigning homework. Frontiers Media S.A. 2019-05-08 /pmc/articles/PMC6519138/ /pubmed/31139114 http://dx.doi.org/10.3389/fpsyg.2019.01047 Text en Copyright © 2019 Rodríguez, Núñez, Valle, Freire, Ferradás and Rodríguez-Llorente. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Rodríguez, Susana Núñez, José C. Valle, Antonio Freire, Carlos Ferradás, María del Mar Rodríguez-Llorente, Carolina Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation |
title | Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation |
title_full | Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation |
title_fullStr | Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation |
title_full_unstemmed | Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation |
title_short | Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation |
title_sort | relationship between students’ prior academic achievement and homework behavioral engagement: the mediating/moderating role of learning motivation |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6519138/ https://www.ncbi.nlm.nih.gov/pubmed/31139114 http://dx.doi.org/10.3389/fpsyg.2019.01047 |
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