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Multiple Goals and Homework Involvement in Elementary School Students

Published online by Cambridge University Press:  27 October 2015

Antonio Valle Open the ORCID record for Antonio Valle [Opens in a new window] ,
Irene Pan ,
José C. Núñez Open the ORCID record for José C. Núñez [Opens in a new window] ,
Susana Rodríguez Open the ORCID record for Susana Rodríguez [Opens in a new window] ,
Pedro Rosário Open the ORCID record for Pedro Rosário [Opens in a new window]  and
Bibiana Regueiro Open the ORCID record for Bibiana Regueiro [Opens in a new window]
Antonio Valle
Affiliation:
Universidad de A Coruña (Spain)
Irene Pan
Affiliation:
Universidad de A Coruña (Spain)
José C. Núñez
Affiliation:
Universidad de Oviedo (Spain)
Susana Rodríguez
Affiliation:
Universidad de A Coruña (Spain)
Pedro Rosário
Affiliation:
Universidade do Minho (Portugal)
Bibiana Regueiro*
Affiliation:
Universidad de A Coruña (Spain)
*
*Correspondence concerning this article should be addressed to Bibiana Regueiro. Universidade da Coruña. Departamento de Psicología Evolutiva y de la Educación. A Coruña. (Spain). E-mail: bibi7887@hotmail.com
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Abstract

This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

Keywords

academic goalshomework involvementacademic achievementelementary school
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 18 , 2015 , E81
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2015 

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