Multiple goals and homework involvement in eementary school students

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; eta p(2) = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; eta p(2) = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; eta p(2) = .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.
This work was carried out using funding from the research project EDU2013-44062-P, belonging to the State Plan of Scientific and Technical Research and Innovation (Plan Estatal de Investigacion Cientifica y Tecnica y de Innovacion) 2013-2016 (MINECO) and from the funding received by one of the authors in the FPU program of the Ministry of Education, Culture and Sport (Ministerio de Educacion, Cultura y Deporte) and a Predoctoral stay grant awarded by INDITEX-UDC 2014.
info:eu-repo/semantics/publishedVersion