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Homework amount, time spent and time management: a latent profile analysis in secondary education
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DOI：10.5944/educxx1.39364.png)
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Abstract
En 中文
Previous research suggests that the amount of homework done, the time spent on it, or even how that time is managed, are not positively related to higher academic performance when taken individually. Therefore, the main purpose of this study is to identify student profiles, defined on the basis of the amount of homework they complete, the time they spend doing it, and the management of that time. The aim is to verify the various combinations that occur within the participants with respect to behavioral involvement in academic tasks performed at home, integrating a person-centered perspective and not taking the variables independently. Once potential profiles have been identified, defined and characterized, the aim is to find out what their differences are at an affective- motivational and cognitive level and also with respect to academic performance. The sample is composed of 1935 students of Compulsory Secondary Education (ESO) from 22 schools in Galicia and Asturias. Three behavioral involvement profiles have been identified according to their level of involvement: medium-high, medium, and low. In turn, these three profiles are differently related to intrinsic motivation, anxiety, approach to learning, and academic performance. Specifically, the higher the level of behavioral involvement, the higher the intrinsic motivation, the lower the homework anxiety, the deeper the homework approach, and the higher the academic performance. In conclusion, we discuss the need to take into account, at least, these three behavioral involvement variables -amount of homework completed by the student, time spent, and time management- according to the profiles found to be able to ensure optimal personal homework work conditions and good academic achievement.
Keywords:
homework
secondary education
profiles
student behavior
student motivation
cognitive style
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