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

2021 ◽  
Vol 108 ◽  
pp. 103508
Author(s):  
Jianzhong Xu ◽  
Jianxia Du ◽  
Jennifer Cunha ◽  
Pedro Rosário
Keyword(s):  
Student Perceptions ◽  
Autonomy Support ◽  
Math Achievement ◽  
Achievement Testing ◽  
Reciprocal Effects ◽  
Homework Quality

Emotion regulation, homework completion, and math achievement: Testing models of reciprocal effects

2019 ◽  
Vol 59 ◽  
pp. 101810
Author(s):  
Jianzhong Xu ◽  
Jianxia Du ◽  
Fangtong Liu ◽  
Bosu Huang
Keyword(s):  
Emotion Regulation ◽  
Math Achievement ◽  
Achievement Testing ◽  
Reciprocal Effects ◽  
Homework Completion

Student perceptions of school culture and achievement: testing the invariance of a model

2005 ◽  
Vol 19 (2) ◽  
pp. 140-152 ◽  
Author(s):  
George A. Marcoulides ◽  
Ronald H. Heck ◽  
Constantinos Papanastasiou
Keyword(s):  
School Culture ◽  
Student Perceptions ◽  
Achievement Testing ◽  
Perceptions Of School

scholarly journals Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach

2020 ◽  
Vol 12 (16) ◽  
pp. 6586
Author(s):  
Jianzhong Xu ◽  
Chuang Wang ◽  
Jianxia Du
Keyword(s):  
Parent Education ◽  
Autonomy Support ◽  
Multilevel Approach ◽  
Negatively Associated ◽  
Individual Level ◽  
Class Level ◽  
Homework Quality ◽  
And Performance ◽  
The Individual ◽  
Grade 8

The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.

scholarly journals Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

2016 ◽  
Vol 6 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Julia Crede ◽  
Nele McElvany ◽  
Linda Wirthwein
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Well Being ◽  
Achievement Testing ◽  
Reciprocal Effects ◽  
Subjective Well Being

scholarly journals Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects

2021 ◽  
Author(s):  
Consuelo Mameli ◽  
Valentina Grazia ◽  
Stefano Passini ◽  
Luisa Molinari
Keyword(s):  
Longitudinal Study ◽  
Student Engagement ◽  
Student Perceptions ◽  
Latent Variables ◽  
Statistical Significance ◽  
Self Report ◽  
Reciprocal Effects ◽  
Student Agency ◽  
Interpersonal Justice ◽  
Negative Effect

AbstractBased on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students.

What future for digital homework: Literature review

2021 ◽  
pp. 51-59
Author(s):  
E. A. Efimova
Keyword(s):  
Autonomy Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Findings ◽  
Homework Quality ◽  
Levels Of Technology Integration ◽  
Learning Data ◽  
Samr Model

Digital homework today is an observable fact of school practice, which resulted from the distance learning experience during the COVID-19 pandemic and the development of online platforms that provide EdTech products of this kind. Yet, not enough reflection of this issue has happened so far. The article attempts to summarise recent research on homework to answer the question: what kind of digital homework has the potential to improve teaching and learning? First, the article compares research findings on the effect of homework and homework-related teaching practices to outline deficiencies in three aspects of homework: the quality of homework, the quality of feedback, and autonomy support. Then it demonstrates digital homework variability using the SAMR model. Finally, the author suggests solutions for three named aspects of homework on different levels of the SAMR model. For homework quality, higher levels of technology integration bring new task designs and more complex learning objectives. For feedback quality, it means being able to collect and employ learning data which was impossible earlier. For autonomy support, it makes homework relevant to students’ goals and interests. Recommendations provided might be helpful for the design and development of new educational technologies, as well as for better use of digital homework in teaching practice.

Do student perceptions of their dental curriculum change over time?

1998 ◽  
Vol 62 (11) ◽  
pp. 934-937 ◽  
Author(s):  
NW Berk ◽  
JM Close ◽  
RJ Weyant
Keyword(s):  
Student Perceptions ◽  
Curriculum Change ◽  
Change Over Time ◽  
Dental Curriculum ◽  
Over Time
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