Spanish Adaptation of the Homework Approach Scale (HAS)
Abstract
The way a student approaches his or her schoolwork has important consequences for learning and academic performance. The objective of the present study was to examine the validity and reliability of the Homework Approach Scale (HAS) in Spanish students in the last cycle of primary education (5th and 6th grade) and the two cycles of compulsory secondary education (7th to 10th grade). The interest of this study lies in the fact that the HAS scale was designed with students from China, but has not been validated in other contexts that may differ culturally, such as Spain. From various schools in northern Spain (Principality of Asturias), 1,024 students participated in the study. The results indicated that the HAS scale for a western population also comprises two factors, a deep approach and a surface approach (to doing homework). The relationship between the two approaches was significant and negative. The HAS structure was invariant for gender and grade. The results confirm the relationships between motivational orientation, study approach, and academic performance, but only partially when we look at the relationship between motivational orientation and study approach. We found that a deep approach, although mainly linked to a motivational orientation towards learning, was also linked to a performance orientation. However, preferential use of a surface approach was only promoted by a performance goal orientation. In conclusion, it seems that being motivated preferentially towards learning is a protective factor against the use of a surface approach when working on homework and a promoter of a deep approach.
Downloads
-
Abstract388
-
pdf172
References
Asikainen, H., & Gijbels, D. (2017). Do students develop towards more deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in higher education. Educational Psychology Review, 29(2), 205–234. https://doi.org/10.1007/s10648-017-9406-6
Bembenutty, H. & White, M. C. (2013). Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences, 24, 83-88.https://doi.org/10.1016/j.lindif.2012.10.013
Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3–19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
Biggs, J. B. (2003). What do inventories of students’ learning processes really measure? A theoretical review and clarification. The British Journal of Educational Psychology, 63, 1–17. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
Cheung, G. W., & Rensvold, R. 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
Chue, K. L., & Nie, Y. (2017). Study orchestrations and motivational differences in a mathematical context. Learning and Individual Differences, 57, 77–84. https://doi.org/10. 1016/j.lindif. 2017.06.002
Dinsmore, D. L. (2017). Toward a dynamic, multidimensional research framework for strategic processing. Educational Psychology Review, 29, 235–268. https://doi.org/10.1007/s10648-017-9407-5
Diseth, A. (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students: Testing of mediator effects and construct validity. Studies in Higher Education, 32, 373–388.
Entwistle, N. J. (2009). Teaching for understanding at University: Deep approaches and distinctive ways of thinking. Palgrave Macmillan.
Fryer, L. K., & Vermunt, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88(1), 21–41. https://doi.org/10.1111/bjep.12169
Guo, M., & Leung, F. K. S. (2021). Achievement goal orientations,learning strategies, and mathematics achievement: Acomparison of Chinese Miao and Han students. Psychology in the Schools, 58(1), 107–123. https://doi.org/10.1002/pits.22424
Hu, X., & Yeo, G. B. (2020). Emotional exhaustion and reduced self-efficacy: The mediating role of Deep and surface learning strategies. Motivation and Emotion, 44(5), 785–795. https://doi.org/10.1007/s11031-020-09846-2
Lozano, A. B., Uzquiano, M. P., Blanco, J. C. B., Ramos, S. S., & Silvia, M. A. M. C., & Canosa, S. (2003). Enfoques de aprendizaje, rendimiento académico y género en alumnos de educación secundaria (ESO): Un análisis diferencial [Learning approaches, academic performance and gender in secondary education (ESO) students: A differential analysis]. Educação, 7(1), 25-43.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning I: outcome and process. British Journal of Educational Psychology, 46, 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
McGuire, S.Y. & McGuire, S. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation, 1st ed.; Stylus Publishing.
Monroy, F., González-Geraldo, J. L. & Hernández-Pina, F. (2015). A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for Spanish versión (S-ATI-20). Anales de Psicología, 31, 1, 171-183. http://dx.doi.org/10.6018/analesps.31.1.190261
Moorhouse, B.L. (2021). Qualities of good homework activities: Teachers’ perceptions. ELT Journal, 75, 300–310.https://doi.org/10.1093/elt/ccaa069
Núñez, J. C., Tuero, E., Vallejo, G., Rosário, P. & Valle, A. (2014). Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en Biología: análisis desde una perspectiva multinivel [Student, teacher and context variables in predicting academic performance in Biology: analysis from a multilevel perspective]. Revista de Psicodidáctica, 19(1), 145-172.
Núnez, J. C., Suárez, N., Cerezo, R., González-Pienda, J., Rosário, P., Mourão,R., & Valle, A. (2015). Homework and academic achievement across Spanish Compulsory Education. Educational Psychology, 35(6), 726–746.http://dx.doi.org/10.1080/01443410.2013.817537
Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.https://doi.org/10.1007/s10648-004-0006-x
Ramsden, P., Prosser, M., Trigwell, K., & Martin, E. (2007). University teachers’ experiences of academic leadership and their approaches to teaching. Learning and Instruction, 17, 140–155.https://doi.org/10.1016/j.learninstruc.2007.01.004
Regueiro, B., Suárez, N., Estévez, I., Rodríguez, S., Pi˜neiro, I., & Valle, A. (2018). Deberesescolares y rendimiento académico: un estudio comparativo entre el alum-nado inmigrante y nativo. Journal of Psychology and Education, 13(2), 92–98.https://doi.org/10.23923/rpye2018.01.160
Rosário, P., Núñez, J. C., Ferrando, P. J., Paiva, M. O., Lourenço, A., Cerezo, R. &Valle, A. (2013a). The relationship between approaches toteaching and approaches to studying: Atwo-level structural equation model forbiology achievement in high school. Metacognition and Learning, 8, 47-77.https://doi.org/10.1007/s11409-013-9095-6
Rosário, P., Núñez, J. C., Valle, A., Paiva, O., & Polydoro, S. (2013b). Approaches to teaching in high school when considering contextual variables and teacher variables. Psicodidáctica, 28, 25-45.
Soler, M. G., Cárdenas, F. A., & Hernández-Pina, F. (2018). Teaching and learning approaches: Theoretical perspectives to develop research in science education. Ciência & Educação, 24, 4, 993-1012. https://doi.org/10.1590/1516-731320180040012
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16, 279–294.https://doi.org/10.1016/j.learninstruc.2006.07.001
Suárez, N., Regueiro, B., Estévez, I., Ferradás, M. M., Guisande, M. A., & Rodríguez, S.(2019). Individual precursors of student homework behavioral engagement: Therole of intrinsic motivation, perceived homework utility and homework attitude.Frontiers in Psychology, 10, 941. http://dx.doi.org/10.3389/fpsyg.2019.00941
Sun, M., Du, J., Xu, J.,& Liu, F. (2019). Homework Goal Orientation Scale: Measurement invariance and latent mean differences across gender and grade level. Psychology in the Schools, 56(3), 465–477. https://doi.org/10.1002/pits.22206
Trautwein, U., & Köller, O. (2003). The relationship between homework andachievement—still much of a mystery. Educational Psychology Review, 15(2),115–145. http://dx.doi.org/10.1023/A:1023460414243
Trautwein, U., Lüdtke, O., Kastens, C., & Köller, O. (2006). Effort on homework ingrades 5 through 9: Development, motivational antecedents, and the association with effort on classwork. Child Development, 77, 1094–1111.https://doi.org/10.1111/j.1467-8624.2006.00921.x
Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J. A., Rodríguez, S., & Piñeiro, I. (2003). Cognitive, motivational, and volitional dimensions of learning: An empirical test of a hypothetical model. Research in Higher Education, 44, 557–580.https://doi.org/10.1023/A:1025443325499
Valle, A., Regueiro, B., Suárez, N., Núñez, J. C., Rosário, P., & Pan, I. (2017). Rendimiento académico, enfoques de trabajo e implicación en los deberes escolares [Academic performance, work approaches and involvement in schoolwork]. Revista Internacional de Investigación en Educación, 10, 123-142.https://doi.org/10.11144/javeriana.m10-20.raet
Watkins, M. W. (2017). The reliability of multidimensional neuropsychological measures: From alpha to omega. Clinical Neuropsychologist, 31(6-7), 1113-1126. https://doi.org/10.1080/13854046.2017.1317364.
Wigfield, A., Tonks, S., and Klauda, S. T. (2009). “Expectancy-value theory,” in K. R. Wentzel and A. Wigfield (eds), Handbook of Motivation at School (p. 55-75). Routledge.
Xu, J.(2024). Investigating factors influencing deep and surface approaches to homework: A multilevel analysis. European Journal of Psychology of Education, 2024. https://doi.org/10.1007/s10212-024-00806-9
Yang, F., Xu, J., Gallo, K., & Núñez, J. C. (2024). Homework Approach Scale for middle school students: Tests of measurement invariance and latent mean differences. European Journal of Psychological Assessment, 40(2), 128–134.https://doi.org/10.1027/1015-5759/a000746
Copyright (c) 2025 Natalia Suárez, José Carlos Núñez, Jianzhong Xu, Fuyi Yang, Xela Fernández
This work is licensed under a Creative Commons Attribution 4.0 International License.
About Copyright and Licensing, more details here.
