Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students' perceived homework quality

被引：44
|
作者：
Rosario, Pedro [1 ]
Carlos Nunez, Jose [2 ]
Vallejo, Guillermo [2 ]
Nunes, Tania [1 ]
Cunha, Jennifer [3 ]
Fuentes, Sonia [4 ]
Valle, Antonio [5 ]
机构：
[1] Univ Minho, Dept Appl Psychol, Escola Psicol, P-4710052 Braga, Portugal
[2] Univ Oviedo, Dept Psychol, Plaza Feijoo S-N, Oviedo 33003, Spain
[3] Univ Minho, Dept Appl Psychol, Escola Psicol, Campus Gualtar, P-4710052 Braga, Portugal
[4] Univ Cent Chile, Fac Educ, Edificio Vicente Kovacevic 2,Avda Santa Isabel 12, Santiago, Chile
[5] Univ A Coruna, Dept Psicol Evolut & Educ, Rua Maestranza 9, La Coruna 15001, Spain
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2018年 / 53卷
关键词：
Homework purposes; Homework quality; Homework effort; Homework performance; Mathematics achievement; Multilevel structural equation model; 6 SCHOOL SUBJECTS; MATHEMATICS HOMEWORK; MOTIVATION; LEVEL; INVOLVEMENT; MATH; TIME; ASSOCIATION; ASSIGNMENTS; ELEMENTARY;
D O I：
10.1016/j.cedpsych.2018.04.001
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
引用
收藏
页码：168 / 180
页数：13
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