Rendimiento académico, enfoques de trabajo e implicación en los deberes escolares

Abstract

The main objective of this article was to analyze the relationship between work approach, homework involvement and academic performance in mathematics. 897 students from 5th and 6th grades participated (50.2% boys and 49.8% girls). Results indicate that the higher the academic achievement, the greater the focus on doing a homework, the greater the number of homeworks done and the better use of time. However, the time students spend doing a homework is greater when their academic performance is low or medium. Educational implications are discussed.