Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/54228

TitleHomework self-regulation strategies: a gender and educational-level invariance analysis
Author(s)Cadime, Irene Maria Dias
Cruz, Joana
Silva, Carla
Ribeiro, Iolanda
KeywordsHomework Behavior Questionnaire
Self-regulation
Measurement invariance
Gender differences
Elementary and middle school students
Issue date2017
PublisherSpringer Heidelberg
JournalPsicologia: Reflexão e Crítica
Abstract(s)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.
TypeArticle
URIhttp://hdl.handle.net/1822/54228
DOI10.1186/s41155-017-0062-z
ISSN1678-7153
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIPsi - Artigos (Papers)

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