Author(s): Rosário, Pedro ; Carlos Nunez, Jose ; Vallejo, Guillermo ; Nunes, Tania ; Cunha, Jennifer ; Fuentes, Sonia ; Valle, Antonio
Date: 2018
Persistent ID: https://hdl.handle.net/1822/66879
Origin: RepositóriUM - Universidade do Minho
Subject(s): Homework purposes; Homework quality; Homework effort; Homework performance; Mathematics achievement; Multilevel structural equation model
A multi-level structural equation model was used to examine the relationships between the homework purposes reported by teachers (i.e. practice, preparation, participation, and personal development), homework quality perceived by students (e.g., homework related to the class material taught) and homework variables (i.e. effort, and homework performance) collected through different sources, and mathematics achievement. Participants were 4265 6th graders and their teachers (N = 101) from 199 classes. The direct and indirect relationships between variables were analyzed. Data showed that (a) homework purposes, students' homework variables and mathematic achievement are associated, and (b) the relationship between homework purposes and mathematic achievement is mediated, by students' perception of homework quality. Research and practice implications are addressed.
