Abordagens de trabalho nos deveres escolares: Um estudo longitudinal no Ensino Primário
Barra lateral do artigo
Contido principal do artigo
DOI:
https://doi.org/10.17979/reipe.2026.13.2.13759Resumo
As abordagens ao trabalho nos deveres escolares referem-se à forma como os/as alunos/as lidam com o processo de realização desses deveres, distinguindo-se entre uma abordagem profunda, orientada para a compreensão, e uma abordagem superficial, baseada na mera execução da tarefa. A forma como os alunos e as alunas abordam os deveres tem sido associada aos seus resultados de aprendizagem e desempenho académico. O presente estudo analisa a evolução destas abordagens nos trabalhos de casa ao longo dos últimos anos do Ensino Básico e explora as diferenças nessa evolução em função do género. Com um desenho longitudinal de medidas repetidas, participaram 224 estudantes (117 meninos e 107 meninas) de seis escolas da Galiza, Espanha, avaliados no 4.º, 5.º e 6.º anos do Ensino Básico. Os participantes responderam, em cada ano letivo, ao Inventário de Processos de Estudo. Foram realizadas análises de variância com medidas repetidas para analisar as alterações em cada uma das abordagens de trabalho nos trabalhos de casa. Os resultados revelaram uma diminuição linear e significativa da abordagem profunda ao longo do tempo, enquanto a abordagem superficial não apresentou alterações significativas. As raparigas apresentaram pontuações significativamente mais elevadas na abordagem profunda e mais baixas na abordagem superficial do que os rapazes. A interação entre o tempo e o género não se revelou significativa em nenhuma das duas abordagens. Estas descobertas têm implicações para a conceção e implementação de deveres que promovam a compreensão e o processamento aprofundado dos conteúdos.
Palavras-chave:
Downloads
Detalles do artigo
Referências
ARNAU, Jaume; & BONO, Roser (2008). Estudios longitudinales de medidas repetidas. Modelos de diseño y análisis. Escritos de Psicología, 2(1), 32-41. https://doi.org/10.24310/espsiescpsi.v2i1.13356
ASOCIACIÓN MÉDICA MUNDIAL (2013). World Medical Association Declaration of Helsinki. JAMA, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
ASSIS GOMES, Cristiano Mauro; BLESA FARIAS, Heitor; & GALINKIN JELIHOVSCHI, Enio (2022). La aproximación al aprendizaje importa en la predicción del logro académico. Revista de Psicología, 40(2), 905-933. https://doi.org/10.18800/psico.202202.010
AVCI, Süleyman; & ÖZGENEL, Mustafa (2025). Homework completion and academic achievement: a multilevel study in high school settings. The Journal of Educational Research, 118(1), 1-18. https://doi.org/10.1080/00220671.2024.2431680
AVCI, Süleyman; ÖZGENEL, Mustafa; & AVCU, Akif (2025). Gender and school level in relation to homework behavior, intrinsic motivation, and parental involvement. Psychology in the Schools, 62(9), 3158-3172. https://doi.org/10.1002/pits.23527
AVCI, Süleyman; XU, Jianzhong; & ÖZGENEL, Mustafa (2025). Understanding homework behaviors: a latent profile analysis of time, effort, and completion. Psychology in the Schools, 62(11), 4411-4425. https://doi.org/10.1002/pits.70012
BIGGS, John B. (1988). Assessing student approaches to learning. Australian Psychologist, 23(2), 197-206. https://doi.org/10.1080/00050068808255604
BIGGS, John B. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
CHEUNG, Gordon W., & RENSVOLD, Roger B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
CHIN, Christine; & BROWN, David E. (2000). Learning in science: a comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138. https://doi.org/10.1002/(SICI)1098-2736(200002)37:2%3C109::AID-TEA3%3E3.0.CO;2-7
COHEN, Jacob (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum.
COOPER, Harris (1989). Homework. Longman. https://doi.org/10.1037/11578-000
DETTMERS, Swantje; TRAUTWEIN, Ulrich; LÜDTKE, Oliver; KUNTER, Mareike; & BAUMERT, Jürgen (2010). Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467-482. https://doi.org/10.1037/a0018453
DÍAZ-FREIRE, Fátima María; VIEITES, Tania; RODRÍGUEZ, Susana; VALLE, Antonio; & RODRÍGUEZ-LLORENTE, Carolina (2026). Impact of the Homework Implementation Method (MITCA) on student involvement: digital versus paper-based intervention. Psychology, Society & Education, 18(1), 31-45. https://doi.org/10.21071/pse.v18i1.18323
ENTWISTLE, Noel J. (1987). Understanding Classroom Learning. Hodder and Stoughton.
FAN, Huiyong; XU, Jianzhong; CAI, Zhihui; HE, Jinbo; & FAN, Xitao (2017). Homework and students’ achievement in math and science: a 30-year meta-analysis, 1986–2015. Educational Research Review, 20, 35-54. https://doi.org/10.1016/j.edurev.2016.11.003
FINNEY, Sara J., & DISTEFANO, Christine (2013). Nonnormal and categorical data in structural equation modeling. En Gregory R. Hancock & Ralph O. Mueller (Eds.), Structural equation modeling: a second course (pp. 439-492). Information Age Publishing Inc.
GONIDA, Eleftheria N.; & CORTINA, Kai S. (2014). Parental involvement in homework: relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376-396. https://doi.org/10.1111/bjep.12039
GONZÁLEZ FELIPE, Pedro, & REPARAZ ABAITUA, Charo (2013). La opinión de los estudiantes sobre las tareas escolares. Consejo Escolar de Navarra.
GUO, Liping; LI, Jieyun; XU, Zheng; HU, Xiaoling; LIU, Chunyan; XING, Xin; LI, Xiuxia; WHITE, Howard; & YANG, Kehu (2024). The relationship between homework time and academic performance among K‐12: a systematic review. Campbell Systematic Reviews, 20(3). https://doi.org/10.1002/cl2.1431
INSTITUTO GALEGO DE ESTATÍSTICA (2017). Clasificación dos concellos segundo o grao e subgrao de urbanización (GU 2016). Instituto Galego de Estatística. https://www.ige.gal/igebdt/principais.jsp?idioma=es&COD=8444&R=991[all]&C=0[all]&S=
INSTITUTO NACIONAL DE ESTADÍSTICA (2021). Renta media por hogar. Instituto Nacional de Estadística. https://bit.ly/3MSnNjR
KIRK, Roger E. (1982). Experimental design: procedures for the behavioral sciences (2a edición). Brooks Cole Publishing Company.
MARTÍNEZ-VICENTE, Marta; SUÁREZ-RIVEIRO, José Manuel; & VALIENTE-BARROSO, Carlos (2020). Implicación estudiantil y parental en los deberes escolares: diferencias según el curso, género y rendimiento académico. Revista de Psicología y Educación, 15(2), 151-165. https://doi.org/10.23923/rpye2020.02.193
MAUCHLY, John William (1940). Significance test of sphericity of a normal n-variate distribution. Annals of Mathematical Statistics, 11(2), 204-209. https://www.jstor.org/stable/2235878
NÚÑEZ, José Carlos; XU, Jianzhong; YANG, Fuyi; SUÁREZ, Natalia; & FERNÁNDEZ, Xela (2025). Spanish adaptation of the Homework Approach Scale (HAS). Anales de Psicología, 41(2), 221-232. https://doi.org/10.6018/analesps.615751
OCDE (2020). PISA 2018 results (volume V). Effective policies, successful schools. OCDE. https://doi.org/10.1787/ca768d40-en
ÖZYILDIRIM, Gulnar (2022). Time spent on homework and academic achievement: a meta-analysis study related to results of TIMSS. Psicología Educativa, 28(1), 13-21. https://doi.org/10.5093/psed2021a30
RODRÍGUEZ, Susana; PIÑEIRO, Isabel; REGUEIRO, Bibiana; & ESTÉVEZ, Iris (2020). Intrinsic motivation and perceived utility as predictors of student homework engagement. Revista de Psicodidáctica (English ed.), 25(2), 93-99. https://doi.org/10.1016/j.psicoe.2019.11.001
RODRÍGUEZ-LLORENTE, Carolina; RODRÍGUEZ, Susana; FREIRE, Iria; REGUEIRO, Bibiana; ESTÉVEZ, Iria; & PIÑEIRO, Isabel (2025). Implicación parental y enfoques de los deberes: efectos longitudinales en el aprendizaje profundo y superficial al finalizar la educación primaria. European Journal of Education and Psychology, 18(2), 1-26. https://doi.org/10.32457/ejep.v18i2.3077
RODRÍGUEZ-PEREIRO, Sara; REGUEIRO, Bibiana; RODRÍGUEZ, Susana; PIÑEIRO, Isabel; ESTÉVEZ, Iris; & VALLE, Antonio (2019). Rendimiento previo e implicación en los deberes escolares de los estudiantes de los últimos cursos de Educación Primaria. Psicología Educativa, 25(2), 109-116. https://doi.org/10.5093/psed2019a2
RODRÍGUEZ-PEREIRO, Sara; REGUEIRO, Bibiana; RODRÍGUEZ, Susana; PIÑEIRO, Isabel; PAN, Irene; SÁNCHEZ, Benigno; & VALLE, Antonio (2015). Enfoques de trabajo e implicación en los deberes escolares en estudiantes de Educación Primaria. Revista de Estudios e Investigación en Psicología y Educación, Extr.(1), 090-092. https://doi.org/10.17979/reipe.2015.0.01.468
ROSÁRIO, Pedro; NÚÑEZ, José Carlos; & GONZÁLEZ-PIENDA, Julio Antonio (2006). Comprometer-se com o estudar na Universidade: «Cartas do Gervásio ao seu Umbigo». Almedina.
ROSÁRIO, Pedro; NÚÑEZ, José Carlos; VALLEJO, Guillermo; NUNES, Tânia; CUNHA, Jennifer; FUENTES, Sonia; & VALLE, Antonio (2018). Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology, 53, 168-180. https://doi.org/10.1016/j.cedpsych.2018.04.001
SÁNCHEZ, Benigno (2014). Deberes escolares, motivación y rendimiento en el área de matemáticas [Tesis de Doctorado]. Repositorio Institucional da Universidade da Coruña. http://hdl.handle.net/2183/13903
SERVICIO DE EVALUACIÓN EDUCATIVA (2016). La relación entre el tiempo de deberes y los resultados académicos. Consejería de Educación y Cultura del Gobierno del Principado de Asturias.
SHIN, Eun-jin; & SOHN, Won-Sook (2019). A Latent Profile Analysis of Primary Students’ Homework Behavior: Homework time and effort. Journal of Curriculum and Evaluation, 22(4), 105-126. https://doi.org/10.29221/jce.2019.22.4.105
SUÁREZ, Natalia; REGUEIRO, Bibiana; ESTÉVEZ, Iris; FERRADÁS, María del Mar; GUISANDE, María Adelina; & RODRÍGUEZ, Susana (2019). Individual precursors of student homework behavioral engagement: the role of intrinsic motivation, perceived homework utility and homework attitude. Frontiers in Psychology, 10, Artículo 941. https://doi.org/10.3389/fpsyg.2019.00941
TRAUTWEIN, Ulrich; LÜDTKE, Oliver; SCHNYDER, Inge; & NIGGLI, Alois (2006). Predicting homework effort: support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98(2), 438-456. https://doi.org/10.1037/0022-0663.98.2.438
VALLE, Antonio; NÚÑEZ, José Carlos; & ROSÁRIO, Pedro (2017). Informe sobre los deberes escolares. Consellería de Cultura, Educación e Ordenación Universitaria, Xunta de Galicia.
VALLE, Antonio; PAN, Irene; REGUEIRO, Bibiana; SUÁREZ, Natalia; TUERO, Ellián; & NUNES, Ana Rita (2015). Predicting approach to homework in Primary school students. Psicothema, 27(4), 334-340. https://doi.org/10.7334/psicothema2015.118
VALLE, Antonio; PIÑEIRO, Isabel; RODRÍGUEZ, Susana; REGUEIRO, Bibiana; FREIRE, Carlos; & ROSÁRIO, Pedro (2019). Time spent and time management in homework in elementary school students: a person-centered approach. Psicothema, 31(4), 422-428. https://doi.org/10.7334/psicothema2019.191
VALLE, Antonio; REGUEIRO, Bibiana; NÚÑEZ, José Carlos; RODRÍGUEZ, Susana; PIÑEIRO, Isabel; & ROSÁRIO, Pedro (2016). Academic goals, student homework engagement, and academic achievement in elementary school. Frontiers in Psychology, 7, Artículo 463. https://doi.org/10.3389/fpsyg.2016.00463
VALLE, Antonio; REGUEIRO, Bibiana; SUÁREZ, Natalia; NÚÑEZ, José Carlos; ROSÁRIO, Pedro; & PAN, Irene (2017). Rendimiento académico, enfoques de trabajo e implicación en los deberes escolares. Magis. Revista Internacional de Investigación en Educación, 10(20), 123-142. https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/20624
VALLE, Antonio; & Rodríguez, Susana (Eds.) (2020). MITCA: método de implementación de tareas para casa. Universidade da Coruña, Servizo de Publicacións. https://doi.org/10.17979/spudc.9788497497930
VIEITES, Tania; IGLESIAS, Azucena; DÍAZ-FREIRE, Fátima María; DÍAZ-PITA, Lucía; & RODRÍGUEZ-LLORENTE, Carolina (2024). Motivación, enfoques de trabajo en los deberes escolares y rendimiento académico en estudiantes de Educación Secundaria Obligatoria. Aula Abierta, 53(3), 229-237. https://doi.org/10.17811/rifie.20555
WEI, Qiaoqiao; & GAO, Ke (2023). The Influence of Parental Involvement in Children’s Homework on Academic. Education Journal, 12(5), 213-216. https://doi.org/10.11648/j.edu.20231205.13
XU, Jianzhong (2023). A latent profile analysis of homework time, frequency, quality, interest, and favorability: implications for homework effort, completion, and math achievement. European Journal of Psychology of Education, 38, 751-775. https://doi.org/10.1007/s10212-022-00627-8
XU, Jianzhong (2024). Investigating factors influencing deep and surface approaches to homework: a multilevel analysis. European Journal of Psychology of Education, 39(3), 3091-3113. https://doi.org/10.1007/s10212-024-00806-9
XU, Jianzhong (2025). Deep and surface approaches to homework: identifying latent profiles and links to homework completion and achievement. Educational Psychology, 45(5), 581-601. https://doi.org/10.1080/01443410.2025.2488381
XU, Jianzhong; AVCI, Süleyman; ÖZGENEL, Mustafa; & NÚÑEZ, José Carlos (2026). Student perceptions of homework feedback quality: do homework purpose, effort, and management matter? Psychology, Society & Education, 18(1), 1-10. https://doi.org/10.21071/pse.v18i1.18230
XU, Jianzhong; & NÚÑEZ, José Carlos (2023). Homework purposes in eighth grade students: identifying student profiles and their relationship with homework effort, completion, and achievement. Psicothema, 35(2), 111-118. https://hdl.handle.net/11162/247570
YANG, Fuyi; & TU, Menglu (2020). Self-regulation of homework behaviour: relating grade, gender, and achievement to homework management. Educational Psychology, 40(4), 392-408. https://doi.org/10.1080/01443410.2019.1674784
YANG, Fuyi; XU, Jianzhong; GALLO, Kasia; & NÚÑEZ, José Carlos (2024). Homework Approach Scale for middle school students. European Journal of Psychological Assessment, 40(2), 128-134. https://doi.org/10.1027/1015-5759/a000746
ZHU, Jinjie; & GODDARD, Roger D. (2026). Mitigating the socioeconomic achievement gap through homework frequency: differential access and returns. Educational Studies, 1-20. https://doi.org/10.1080/03055698.2026.2648649