Publicado Dec 6, 2017



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Antonio Valle-Arias http://orcid.org/0000-0001-8160-9181

Bibiana Regueiro-Fernández http://orcid.org/0000-0001-8519-960X

Natalia Suárez-Fernández http://orcid.org/0000-0002-3812-8574

José Carlos Núñez-Pérez http://orcid.org/0000-0002-9187-1201

Pedro Rosário http://orcid.org/0000-0002-3221-1916

Irene Pan-López http://orcid.org/0000-0001-7671-1093

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Resumen

El objetivo de este artículo de investigación fue analizar la relación entre enfoque de trabajo, implicación en los deberes escolares y rendimiento académico en matemáticas. Partici­paron 897 estudiantes de 5º y 6º curso de Educación Prima­ria (50,2% chicos y 49,8% chicas). Los resultados indican que a mayor rendimiento académico mayor enfoque profundo en la realización de los deberes escolares, mayor cantidad de deberes realizados y mejor aprovechamiento del tiempo. No obstante, el tiempo que los estudiantes dedican a realizar los deberes es mayor cuando el rendimiento es bajo o medio. Se discuten implicaciones educativas.

Keywords

Homework, study processes, involvement, mathematics, primary educationDeberes escolares, procesos de estudio, implicación, matemáticas, enseñanza primaria

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Cómo citar
Valle-Arias, A., Regueiro-Fernández, B., Suárez-Fernández, N., Núñez-Pérez, J. C., Rosário, P., & Pan-López, I. (2017). Rendimiento académico, enfoques de trabajo e implicación en los deberes escolares. Magis, Revista Internacional De Investigación En Educación, 10(20), 123–142. https://doi.org/10.11144/Javeriana.m10-20.raet
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