Homework self-regulation strategies: a gender and educational-level invariance analysis
Psicol. reflex. crit
;
30: 8, 2017. tab, graf
Article
Dans Anglais
| 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)
Texte intégral:
Disponible
Indice:
LILAS (Amériques)
Sujet Principal:
Psychométrie
/
Étudiants
/
Enquêtes et questionnaires
/
Reproductibilité des résultats
/
Enseignement Primaire et Secondaire
/
Gestion de soi
Type d'étude:
Étude pronostique
/
Recherche qualitative
Limites du sujet:
Femelle
/
Humains
/
Mâle
Pays comme sujet:
Europe
langue:
Anglais
Texte intégral:
Psicol. reflex. crit
Thème du journal:
Psychologie
Année:
2017
Type:
Article
/
descriptif de projet
Pays d'affiliation:
Portugal
Institution/Pays d'affiliation:
Universidade do Minho/PT
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