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Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: the Mediating/Moderating Role of Learning Motivation
dc.contributor.author | Rodríguez, Susana | |
dc.contributor.author | Núñez, José Carlos | |
dc.contributor.author | Valle, Antonio | |
dc.contributor.author | Freire, Carlos | |
dc.contributor.author | Ferradás, María del Mar | |
dc.contributor.author | Rodríguez-Llorente, Carolina | |
dc.date.accessioned | 2024-09-18T12:59:08Z | |
dc.date.available | 2024-09-18T12:59:08Z | |
dc.date.issued | 2019-05-08 | |
dc.identifier.citation | Rodríguez S, Núñez JC, Valle A, Freire C, Ferradás MM and Rodríguez-Llorente C (2019) Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation. Front. Psychol. 10:1047. doi: 10.3389/fpsyg.2019.01047 | es_ES |
dc.identifier.issn | 1664-1078 | |
dc.identifier.uri | http://hdl.handle.net/2183/39104 | |
dc.description.abstract | [Abstract] 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 teacherassigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation toward homework engagement when assigning homework. | es_ES |
dc.description.sponsorship | This work was developed with the financing of the research projects EDU2013-44062-P (MINECO), EDU2017-82984-P (MEIC), and Government of the Principality of Asturias, Spain. European Regional Development Fund (Research Groups Program 2018–2020 FC-GRUPIN-IDI/2018/000199). | es_ES |
dc.description.sponsorship | Principado de Asturias; FC-GRUPIN-IDI/2018/000199 | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Frontiers | es_ES |
dc.relation | eu-repo/grantAgreement/MINECO/Programa Estatal de Fomento de la Investigación Científica y Técnica de Excelencia/EDU2013-44062-P/ES/Relación entre deberes escolares y rendimiento académico; una perspectiva multinivel y longitudinal | es_ES |
dc.relation | eu-repo/grantAgreement/AEI/ Programa Estatal de Fomento de la Investigación Científica y Técnica de Excelencia/EDU2017-82984-P/ES/Calidad y equidad en la prescripción de deberes escolares, diseño e implementación de propuestas basadas en evidencias empíricas | es_ES |
dc.relation.uri | https://doi.org/10.3389/fpsyg.2019.01047 | es_ES |
dc.rights | Atribución 3.0 España | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | Homework | es_ES |
dc.subject | Prior academic achievement | es_ES |
dc.subject | Behavioral engagement | es_ES |
dc.subject | Motivation | es_ES |
dc.subject | Secondary education | es_ES |
dc.title | Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: the Mediating/Moderating Role of Learning Motivation | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.access | info:eu-repo/semantics/openAccess | es_ES |
UDC.journalTitle | Frontiers in Psychology | es_ES |
UDC.volume | 10 | es_ES |
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