Homework self-regulation strategies: a gender and educational-level invariance analysis
Psicol. reflex. crit
;
30: 8, 2017. tab, graf
Article
in English
| LILACS, INDEXPSI
| ID: biblio-842223
ABSTRACT
Abstract This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework self-regulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted. (AU)
Full text:
Available
Index:
LILACS (Americas)
Main subject:
Psychometrics
/
Students
/
Surveys and Questionnaires
/
Reproducibility of Results
/
Education, Primary and Secondary
/
Self-Management
Type of study:
Prognostic study
/
Qualitative research
Limits:
Female
/
Humans
/
Male
Country/Region as subject:
Europa
Language:
English
Journal:
Psicol. reflex. crit
Journal subject:
Psychology
Year:
2017
Type:
Article
/
Project document
Affiliation country:
Portugal
Institution/Affiliation country:
Universidade do Minho/PT
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