Bibiana Regueiro
University of A Coruña
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Featured researches published by Bibiana Regueiro.
Psicothema | 2015
Antonio Valle; Irene Pan; Bibiana Regueiro; Natalia Suárez; Ellián Tuero
BACKGROUND The goal of this research was to study the weight of student variables related to homework (intrinsic homework motivation, perceived homework instrumentality, homework attitude, time spent on homework, and homework time management) and context (teacher feedback on homework and parental homework support) in the prediction of approaches to homework. METHOD 535 students of the last three courses of primary education participated in the study. Data were analyzed with hierarchical regression models and path analysis. RESULTS The results obtained suggest that students’ homework engagement (high or low) is related to students´ level of intrinsic motivation and positive attitude towards homework. Furthermore, it was also observed that students who manage their homework time well (and not necessarily those who spend more time) are more likely to show the deepest approach to homework. CONCLUSIONS Parental support and teacher feedback on homework affect student homework engagement through their effect on the levels of intrinsic homework motivation (directly), and on homework attitude, homework time management, and perceived homework instrumentality (indirectly). Data also indicated a strong and significant relationship between parental and teacher involvement.
Frontiers in Psychology | 2016
Antonio Valle; Bibiana Regueiro; José Carlos Núñez; Susana Rodríguez; Isabel Piñeiro; Pedro Rosário
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. 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, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the students academic motivation (i.e., academic goals).
Frontiers in Psychology | 2016
Natalia Suárez; Bibiana Regueiro; Joyce L. Epstein; Isabel Piñeiro; Sara Mari Diaz; Antonio Valle
Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.
European Journal of Investigation in Health, Psychology and Education | 2016
Antonio Valle; Bibiana Regueiro; Isabel Piñeiro; Benigno Sánchez; Carlos Freire; Mar Ferradás
Within the teaching-learning process, intervention in the classroom is without doubt one of the most difficult and complex to design and carry out in search of achieving greater possible degree of learning by students. Due to the importance of this construct, the objective of this study was the development and validation (sample of 1401 students aged between 10 and 17 years) of a motivational assessment questionnaire of the learning process. The results offer an instrument consisting of 33 items, which provides information on intrinsic motivation, extrinsic and comprehensive Cronbachs α of .83, .93, and .93 respectively. The costs of interpretation of the questionnaire for each type of motivation are divided by gender and age, thus providing comparisons between peer groups reliably.
Spanish Journal of Psychology | 2015
Antonio Valle; Irene Pan; José Carlos Núñez; Susana Rodríguez; Pedro Rosário; Bibiana Regueiro
This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp 2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp 2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp 2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.
Revista de Estudios e Investigación en Psicología y Educación | 2017
Alba Souto-Seijo; Bibiana Regueiro; Iris Estévez
La sociedad de consumo en la que vivimos esta danando el medio ambiente. Por ello, es necesaria una actuacion inmediata, y que mejor forma que comenzar desde la escuela. Uno de los mayores problemas ambientales es la generacion de residuos, asi, se ha llevado a cabo una experiencia de aula con ninos/as de Educacion Infantil para trabajar los residuos y su problematica. Los resultados indican que existen diferencias entre los conocimientos que tenian los ninos/as en un principio y los conocimientos adquiridos a lo largo de las sesiones, mostrando ahora una actitud mas respetuosa con el medio ambiente.
Cultura Y Educacion | 2017
Bibiana Regueiro; Antonio Valle; José Carlos Núñez; Pedro Rosário; Susana Rodríguez; Natalia Suárez
Abstract This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.
International Journal of Psychology | 2016
Bibiana Regueiro; José Carlos Núñez; Antonio Valle; Isabel Piñeiro; Susana Rodríguez; Pedro Rosário
This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.
European Journal of Education and Psychology | 2015
Susana Rodríguez; Bibiana Regueiro; Rebeca Blas; Antonio Valle; Isabel Piñeiro; Rebeca Cerezo
European Journal of Education and Psychology | 2015
Antonio Valle; Bibiana Regueiro; Susana Rodríguez; Isabel Piñeiro; Carlos Freire; Mar Ferradás; Natalia Suárez