Publicação
Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects
| Resumo: | This study tests reciprocal influences of perceived homework quality, teacher autonomy support, homework effort, and achievement. Data from 702 8th graders over one school year showed positive reciprocal effects between (a) homework quality and autonomy support, and (b) effort and achievement. Higher prior effort and achievement led to higher homework quality. Autonomy support showed a more positive effect on later achievement when prior effort was high. Meanwhile, autonomy support showed a more positive effect on later effort and homework quality when prior effort was low. These findings hold important implications for teaching practice (i.e. autonomy support to compensate low effort). |
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| Autores principais: | Xu, Jianzhong |
| Outros Autores: | Du, Jianxia; Cunha, Jennifer; Rosário, Pedro |
| Assunto: | Achievement Autonomy support Homework effort Homework quality Math achievement |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | This study tests reciprocal influences of perceived homework quality, teacher autonomy support, homework effort, and achievement. Data from 702 8th graders over one school year showed positive reciprocal effects between (a) homework quality and autonomy support, and (b) effort and achievement. Higher prior effort and achievement led to higher homework quality. Autonomy support showed a more positive effect on later achievement when prior effort was high. Meanwhile, autonomy support showed a more positive effect on later effort and homework quality when prior effort was low. These findings hold important implications for teaching practice (i.e. autonomy support to compensate low effort). |
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