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Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

Valle A, Regueiro B, Núñez JC, Rodríguez S, Piñeiro I, Rosário P - Front Psychol (2016)

Bottom Line: Lastly, the amount of homework done is positively related to academic achievement.The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13).Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management,

View Article: PubMed Central - PubMed

Affiliation: Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain.

No MeSH data available.


The results of the fit of the hypothesized model (standardized outcomes): Relations in dashed lines were found to be statistically significant, but this was not established in the initial model.
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Figure 2: The results of the fit of the hypothesized model (standardized outcomes): Relations in dashed lines were found to be statistically significant, but this was not established in the initial model.

Mentions: The data obtained indicated that the initial model (see Figure 1) presented a poor fit to the empirical data: χ2 = 155.80, df = 8, p < 0.001, GFI = 0.917, AGFI = 0.783, TLI = 0.534, CFI = 0.751, RMSEA = 0.186, 90% CI (0.161, 0.212), p < 0.001. Analysis of the modification indexes revealed the need to include three direct effects initially considered as , and to eliminate a finally effect (included in the initial model as significant). The strategy adopted to modify the initial model involved including and estimating the model each time a new effect was included. The final model comprised three effects (academic goals on homework time management, on amount of homework done, and on academic achievement) and the elimination of the initially established effect of the approach to studying on the time spent doing homework. The inclusion or elimination of the effects in the model was determined accounting for their statistical and theoretical significance. The final model resulting from these modifications is shown in Figure 2, with an adequate fit to the empirical data: χ2 = 12.03, df = 6, p = 0.061, GFI = 0.993, AGFI = 0.974, TLI = 0.975, CFI = 0.990, RMSEA = 0.043, 90% CI (0.000, 0.079), p = 0.567.


Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

Valle A, Regueiro B, Núñez JC, Rodríguez S, Piñeiro I, Rosário P - Front Psychol (2016)

The results of the fit of the hypothesized model (standardized outcomes): Relations in dashed lines were found to be statistically significant, but this was not established in the initial model.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4814489&req=5

Figure 2: The results of the fit of the hypothesized model (standardized outcomes): Relations in dashed lines were found to be statistically significant, but this was not established in the initial model.
Mentions: The data obtained indicated that the initial model (see Figure 1) presented a poor fit to the empirical data: χ2 = 155.80, df = 8, p < 0.001, GFI = 0.917, AGFI = 0.783, TLI = 0.534, CFI = 0.751, RMSEA = 0.186, 90% CI (0.161, 0.212), p < 0.001. Analysis of the modification indexes revealed the need to include three direct effects initially considered as , and to eliminate a finally effect (included in the initial model as significant). The strategy adopted to modify the initial model involved including and estimating the model each time a new effect was included. The final model comprised three effects (academic goals on homework time management, on amount of homework done, and on academic achievement) and the elimination of the initially established effect of the approach to studying on the time spent doing homework. The inclusion or elimination of the effects in the model was determined accounting for their statistical and theoretical significance. The final model resulting from these modifications is shown in Figure 2, with an adequate fit to the empirical data: χ2 = 12.03, df = 6, p = 0.061, GFI = 0.993, AGFI = 0.974, TLI = 0.975, CFI = 0.990, RMSEA = 0.043, 90% CI (0.000, 0.079), p = 0.567.

Bottom Line: Lastly, the amount of homework done is positively related to academic achievement.The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13).Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management,

View Article: PubMed Central - PubMed

Affiliation: Department of Developmental and Educational Psychology, University of A Coruña A Coruña, Spain.

No MeSH data available.