Ayudándole a su hijo a hacer las tareas
Vol. 2011 No. 9, Historical Fact Sheets
Vol. 2011 No. 9

Ayudándole a su hijo a hacer las tareas: FCS2255-Span/FY980, 9/2011

Historical Fact Sheets
https://doi.org/10.32473/edis-fy980-2011
Published 2011-09-30
Heidi Liss Radunovich
University of Florida
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PDF-2011

Keywords

FY980

How to Cite

Liss Radunovich, Heidi. 2011. “Ayudándole a Su Hijo a Hacer Las Tareas: FCS2255-Span/FY980, 9/2011”. EDIS 2011 (9). Gainesville, FL. https://doi.org/10.32473/edis-fy980-2011.
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Abstract

Casi todos los estudiantes de la escuela primaria hasta la secundaria recibirán tareas regularmente. Estas tareas pueden ayudar a los niños para:

  • practicar lo que han aprendido
  • recibir información más profunda
  • aplicar las habilidades abiertamente
  • obtener importantes habilidades organizacionales y de aprendizaje
  • aprender a trabajar independientemente
  • y con disciplina propia

Por medio de las tareas los padres pueden tener una idea de lo que sus hijos hacen en la escuela, darse cuenta que tan bien va el niño y mejorar su relación con sus hijos.

This 3-page fact sheet is the Spanish-language version of FCS2255/FY866: Helping Your Child with Homework. It was written by Heidi Liss Radunovich and published by the UF Department of Family, Youth and Community Sciences, September 2011.

FCS2255-Sp/FY980: Ayudándole a su hijo a hacer las tareas (ufl.edu)

https://doi.org/10.32473/edis-fy980-2011
view on EDIS
PDF-2011

References

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Gurung, R. (2005). How do students really study (and does it matter)? Teaching of Psychology, 32, 239-291.

Margolis, H. (2005). Resolving struggling readers' homework difficulties: Working with elementary school learners and parents. Preventing School Failure, 50, 5-12. https://doi.org/10.3200/PSFL.50.1.5-12

Margolis, H. & McCabe, P.P. (2004). Resolving struggling readers' homework difficulties: A social cognitive perspective. Reading Psychology, 25, 225-260. https://doi.org/10.1080/02702710490512064

Pomerantz, E.M., Ng, F.F., & Wang, Q. (2006). Mothers' mastery-oriented involvement in children's homework: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98, 99-111. https://doi.org/10.1037/0022-0663.98.1.99

Pomerantz, E.M., Wang, Q., & Ng, F.F. (2005). Mothers' affect in the homework context: The importance of staying positive. Developmental Psychology, 41, 414-427. https://doi.org/10.1037/0012-1649.41.2.414

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Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456. https://doi.org/10.1037/0022-0663.98.2.438

U.S. Department of Education. Helping your child with homework. Retrieved August 17, 2006, from http://www.ed.gov/parents/academic/help/homework/index.html. https://doi.org/10.32473/edis-fy866-2006

Xu, J. (2006). Gender and homework management reported by high school students. Educational Psychology, 26, 73-91. https://doi.org/10.1080/01443410500341023

Zimmerman, B.J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397-417. https://doi.org/10.1016/j.cedpsych.2005.05.003

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