Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/81734
Título: | Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects |
Autor(es): | Xu, Jianzhong Du, Jianxia Cunha, Jennifer Rosário, Pedro |
Palavras-chave: | Achievement Autonomy support Homework effort Homework quality Math achievement |
Data: | 22-Set-2021 |
Editora: | Elsevier 1 |
Revista: | Teaching and Teacher Education |
Citação: | Xu, J., Du, J., Cunha, J., & Rosário, P. (2021, December). Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects. Teaching and Teacher Education. Elsevier BV. http://doi.org/10.1016/j.tate.2021.103508 |
Resumo(s): | 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). |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/81734 |
DOI: | 10.1016/j.tate.2021.103508 |
ISSN: | 0742-051X |
Versão da editora: | https://www.sciencedirect.com/science/article/pii/S0742051X2100233X |
Arbitragem científica: | yes |
Acesso: | Acesso restrito UMinho |
Aparece nas coleções: | CIPsi - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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2021, Student perceptions of homework quality, autonomy support, effort,and math achievement Testing models of reciprocal effect.pdf Acesso restrito! | 1,49 MB | Adobe PDF | Ver/Abrir |