Time spent and time management in homework in elementary school students: A person-centered approach

Based on a person-centered approach, the aim ofthis study is to identify different profi les of students based on the time they spend on homework and the use they make of that time; as well as analyzing the differences between them in the amount of homework done and academic achievement. Method: Wit...

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Detalles Bibliográficos
Autores: Valle, Antonio, Piñeiro, Isabel, Rodríguez, Susana, Regueiro Fernández, Bibiana, Freire, Carlos, Rosário, Pedro
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universidad de Santiago de Compostela (USC)
Repositorio:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
Idioma:inglés
OAI Identifier:oai:minerva.usc.gal:10347/20786
Acceso en línea:http://hdl.handle.net/10347/20786
Access Level:acceso abierto
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spelling Time spent and time management in homework in elementary school students: A person-centered approachTiempo y gestión del tiempo dedicado a los deberes en Educación Primaria: un enfoque centrado en la personaValle, AntonioPiñeiro, IsabelRodríguez, SusanaRegueiro Fernández, BibianaFreire, CarlosRosário, PedroBased on a person-centered approach, the aim ofthis study is to identify different profi les of students based on the time they spend on homework and the use they make of that time; as well as analyzing the differences between them in the amount of homework done and academic achievement. Method: With a sample of 968 students of Primary Education analysis of latent profi les (LPA) and ANOVA were carried out. Once the student profi les were identifi ed, a MANOVA was conducted to analyze the differences between the motivational profi les in the amount of homework assignments done and in academic achievement. Results: We differentiated four profi les of students that differentially combine the time they dedicate to their homework and the use they make of that time. Conclusions: Of the profi les identifi ed, two can be considered more effective (those that manage time better), and two can be classifi ed as less effective (those that manage time worse). The two profi les that best manage the time spent on homework are also those that do the most homework, and have higher academic achievement. Likewise, the two profi les of students who manage time worst are those who do the least homework, and who have lower academic achievementColegio Oficial de Psicólogos del Principado de AsturiasUniversidad de Oviedo. Ediciones de la Universidad de Oviedo20192019-01-0120192019-01-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10347/20786reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostelainstname:Universidad de Santiago de Compostela (USC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:minerva.usc.gal:10347/207862026-06-15T12:47:27Z
dc.title.none.fl_str_mv Time spent and time management in homework in elementary school students: A person-centered approach
Tiempo y gestión del tiempo dedicado a los deberes en Educación Primaria: un enfoque centrado en la persona
title Time spent and time management in homework in elementary school students: A person-centered approach
spellingShingle Time spent and time management in homework in elementary school students: A person-centered approach
Valle, Antonio
title_short Time spent and time management in homework in elementary school students: A person-centered approach
title_full Time spent and time management in homework in elementary school students: A person-centered approach
title_fullStr Time spent and time management in homework in elementary school students: A person-centered approach
title_full_unstemmed Time spent and time management in homework in elementary school students: A person-centered approach
title_sort Time spent and time management in homework in elementary school students: A person-centered approach
dc.creator.none.fl_str_mv Valle, Antonio
Piñeiro, Isabel
Rodríguez, Susana
Regueiro Fernández, Bibiana
Freire, Carlos
Rosário, Pedro
author Valle, Antonio
author_facet Valle, Antonio
Piñeiro, Isabel
Rodríguez, Susana
Regueiro Fernández, Bibiana
Freire, Carlos
Rosário, Pedro
author_role author
author2 Piñeiro, Isabel
Rodríguez, Susana
Regueiro Fernández, Bibiana
Freire, Carlos
Rosário, Pedro
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv
description Based on a person-centered approach, the aim ofthis study is to identify different profi les of students based on the time they spend on homework and the use they make of that time; as well as analyzing the differences between them in the amount of homework done and academic achievement. Method: With a sample of 968 students of Primary Education analysis of latent profi les (LPA) and ANOVA were carried out. Once the student profi les were identifi ed, a MANOVA was conducted to analyze the differences between the motivational profi les in the amount of homework assignments done and in academic achievement. Results: We differentiated four profi les of students that differentially combine the time they dedicate to their homework and the use they make of that time. Conclusions: Of the profi les identifi ed, two can be considered more effective (those that manage time better), and two can be classifi ed as less effective (those that manage time worse). The two profi les that best manage the time spent on homework are also those that do the most homework, and have higher academic achievement. Likewise, the two profi les of students who manage time worst are those who do the least homework, and who have lower academic achievement
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-01-01
2019
2019-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10347/20786
url http://hdl.handle.net/10347/20786
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
Universidad de Oviedo. Ediciones de la Universidad de Oviedo
publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
Universidad de Oviedo. Ediciones de la Universidad de Oviedo
dc.source.none.fl_str_mv reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
instname:Universidad de Santiago de Compostela (USC)
instname_str Universidad de Santiago de Compostela (USC)
reponame_str Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
collection Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
repository.name.fl_str_mv
repository.mail.fl_str_mv
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