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Multiple Goals and Homework Involvement in Elementary School Students.

Antonio Valle1, Irene Pan1, José C Núñez2

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The Spanish Journal of Psychology
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Summary
This summary is machine-generated.

Student motivation significantly impacts homework habits and academic success in elementary students. Different motivational profiles correlate with homework completion and time management, but not necessarily time spent studying.

Keywords:
academic achievementacademic goalselementary schoolhomework involvement

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Area of Science:

  • Educational Psychology
  • Child Development
  • Academic Motivation

Background:

  • Investigating motivational variables is crucial for understanding homework involvement and academic achievement in elementary students.
  • Student academic goals play a significant role in their engagement with schoolwork.
  • Prior research highlights the link between motivation and educational outcomes.

Purpose of the Study:

  • To identify distinct motivational profiles among elementary school students based on their academic goals.
  • To analyze how these motivational profiles influence homework involvement and academic achievement.
  • To examine the relationship between different goal orientations and educational outcomes.

Main Methods:

  • A sample of 535 elementary students (grades 4-6, ages 9-13) participated in the study.
  • Students were categorized into motivational profiles based on their academic goals.
  • Statistical analyses, including ANOVA, were used to compare groups on homework involvement and academic achievement metrics.

Main Results:

  • Three distinct motivational profiles were identified: high multiple goals, learning goal orientation, and low multiple goals.
  • While time spent on homework was not linked to motivation, significant differences emerged in the amount of homework completed (ηp² = .138), time management (ηp² = .111), and academic achievement (ηp² = .114) across motivational groups.
  • Large effect sizes were observed for homework amount, time management, and academic achievement, indicating substantial differences between motivational groups.

Conclusions:

  • Motivational profiles significantly differentiate elementary students' homework behaviors and academic performance.
  • Educational interventions should consider tailored approaches to foster positive motivational profiles for improved learning outcomes.
  • Understanding student goal orientations is key to enhancing homework engagement and academic success.