Homework self-regulation strategies: a gender and educational-level invariance analysis

Detalhes bibliográficos
Autor(a) principal: Cadime,Irene
Data de Publicação: 2017
Outros Autores: Cruz,Joana, Silva,Carla, Ribeiro,Iolanda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000103102
Resumo: 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.
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spelling Homework self-regulation strategies: a gender and educational-level invariance analysisHomework Behavior QuestionnaireSelf-regulationMeasurement invarianceGender differencesElementary and middle school studentsAbstract 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.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2017-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000103102Psicologia: Reflexão e Crítica v.30 2017reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-017-0062-zinfo:eu-repo/semantics/openAccessCadime,IreneCruz,JoanaSilva,CarlaRibeiro,Iolandaeng2017-05-16T00:00:00Zoai:scielo:S0102-79722017000103102Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2017-05-16T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Homework self-regulation strategies: a gender and educational-level invariance analysis
title Homework self-regulation strategies: a gender and educational-level invariance analysis
spellingShingle Homework self-regulation strategies: a gender and educational-level invariance analysis
Cadime,Irene
Homework Behavior Questionnaire
Self-regulation
Measurement invariance
Gender differences
Elementary and middle school students
title_short Homework self-regulation strategies: a gender and educational-level invariance analysis
title_full Homework self-regulation strategies: a gender and educational-level invariance analysis
title_fullStr Homework self-regulation strategies: a gender and educational-level invariance analysis
title_full_unstemmed Homework self-regulation strategies: a gender and educational-level invariance analysis
title_sort Homework self-regulation strategies: a gender and educational-level invariance analysis
author Cadime,Irene
author_facet Cadime,Irene
Cruz,Joana
Silva,Carla
Ribeiro,Iolanda
author_role author
author2 Cruz,Joana
Silva,Carla
Ribeiro,Iolanda
author2_role author
author
author
dc.contributor.author.fl_str_mv Cadime,Irene
Cruz,Joana
Silva,Carla
Ribeiro,Iolanda
dc.subject.por.fl_str_mv Homework Behavior Questionnaire
Self-regulation
Measurement invariance
Gender differences
Elementary and middle school students
topic Homework Behavior Questionnaire
Self-regulation
Measurement invariance
Gender differences
Elementary and middle school students
description 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.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000103102
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000103102
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1186/s41155-017-0062-z
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.30 2017
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
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