Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6839726 | Contemporary Educational Psychology | 2018 | 61 Pages |
Abstract
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 (Nâ¯=â¯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.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
Pedro Rosário, José Carlos Núñez, Guillermo Vallejo, Tânia Nunes, Jennifer Cunha, Sonia Fuentes, Antonio Valle,