<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1886-144X</journal-id>
<journal-title><![CDATA[Psicothema]]></journal-title>
<abbrev-journal-title><![CDATA[Psicothema]]></abbrev-journal-title>
<issn>1886-144X</issn>
<publisher>
<publisher-name><![CDATA[Colegio Oficial de Psicólogos del Principado de Asturias]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1886-144X2023000200001</article-id>
<article-id pub-id-type="doi">10.7334/psicothema2022.334</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Homework purposes in eighth grade students: identifying student profiles and their relationship with homework effort, completion, and achievement]]></article-title>
<article-title xml:lang="es"><![CDATA[Razones para hacer los deberes escolares: identificación de perfiles y su asociación con el esfuerzo dedicado, los deberes completados y el rendimiento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[Jianzhong]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Mississippi State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>111</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1886-144X2023000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1886-144X2023000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1886-144X2023000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Background:  The main objective of the research was (1) to identify different profiles of students based on three purposes they had for homework (academic, self-regulatory and approval-seeking) and (2) to analyze their relationship with the homework effort, completion, and math achievement.  Method: The study involved 3,018 eighth-grade students from various areas in China. Data were analyzed with Mplus using Latent Profile Analysis (LPA).  Results:  As hypothesized, four different profiles were identified: High Profile (high in all purposes; 13,39%), Moderate Profile (moderate in all purposes; 56.63%), Low Profile (low in all purposes; 26,04%), and Very Low Profile (very low in all purposes; 3.94%). Belonging to a certain profile was related to the homework effort, completion, and math achievement: the higher the purposes, the greater the homework effort, completion, and higher math performance.  Conclusions:  The results of our study suggest certain similarities and consistency between individual groups (similar profiles) at different ages (i.e., eighth and eleventh graders). Belonging to one or the other profile may have different consequences or implications both for the student's behavior (for example, in terms of their involvement in homework and academic achievement) and for the educational practice of teachers and families.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Antecedentes:  El principal objetivo de la investigación ha sido (1) identificar diferentes perfiles de estudiantes a partir de tres de sus propósitos para realizar deberes (académico, auto-regulación y de búsqueda de aprobación) y (2) analizar su relación con el esfuerzo dedicado a la realización de los deberes, la cantidad de deberes finalizados y el rendimiento en matemáticas.  Método:  El estudio involucró a 3018 estudiantes de octavo grado de diferentes áreas geográficas de China. Los datos se analizaron mediante Análisis de Perfiles latentes (LPA).  Resultados:  Se identificaron cuatro perfiles diferentes: alto en los tres propósitos (13.39%), moderado en los tres propósitos (56.63%), bajo en los tres propósitos (26.04%) y muy bajo en los tres propósitos (3,94%). Pertenecer a un determinado perfil se relaciona significativa y positivamente con el esfuerzo dedicado a los deberes, la cantidad de deberes finalizados y con el rendimiento en matemáticas.  Conclusiones:  La pertenencia a uno u otro perfil puede tener diferentes consecuencias o implicaciones tanto para el comportamiento del alumno (por ejemplo, en cuanto a su implicación en la realización de los deberes y respecto del rendimiento académico) como para la práctica educativa de los profesores y las familias.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Homework purpose]]></kwd>
<kwd lng="en"><![CDATA[latent profile analysis]]></kwd>
<kwd lng="en"><![CDATA[math achievement]]></kwd>
<kwd lng="en"><![CDATA[middle school]]></kwd>
<kwd lng="es"><![CDATA[Propósitos]]></kwd>
<kwd lng="es"><![CDATA[deberes escolares]]></kwd>
<kwd lng="es"><![CDATA[análisis de perfiles latentes]]></kwd>
<kwd lng="es"><![CDATA[rendimiento matemático]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
</kwd-group>
</article-meta>
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