Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects

被引：33
|
作者：
Xu, Jianzhong [1 ,2 ]
Du, Jianxia [2 ]
Cunha, Jennifer [3 ]
Rosario, Pedro [3 ]
机构：
[1] Mississippi State Univ, Mississippi State, MS 39762 USA
[2] Univ Macau, Macau, Peoples R China
[3] Univ Minho, Braga, Portugal
来源：
TEACHING AND TEACHER EDUCATION | 2021年 / 108卷
关键词：
Achievement; Autonomy support; Homework effort; Homework quality; Math achievement; SELF-DETERMINATION; FIT INDEXES; MOTIVATION; TEACHERS; ENGAGEMENT; CLASSROOM; SCIENCE; DISENGAGEMENT; RELIABILITY; CONTEXTS;
D O I：
10.1016/j.tate.2021.103508
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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). (c) 2021 Elsevier Ltd. All rights reserved.
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页数：15
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