Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation
| Autor: | María Luisa Rodicio, Isabel Piñeiro, Natalia Suárez, José Carlos Núñez, Bibiana Regueiro, Antonio Valle |
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| Přispěvatelé: | Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica |
| Rok vydání: | 2019 |
| Předmět: |
Value (ethics)
Student homework Secondary education perceived teacher homework involvement media_common.quotation_subject student homework motivation and engagement lcsh:BF1-990 education perceived parental homework involvement Student engagement Perceived parental homework involvement homework engagement 050105 experimental psychology Developmental psychology 03 medical and health sciences 0302 clinical medicine Perception secondary education Perceived teacher homework involvement Psychology 0501 psychology and cognitive sciences General Psychology Original Research media_common Student homework motivation and engagement Motivation and engagement Cognitive engagement 05 social sciences Direct effects Homework engagement lcsh:Psychology Mediation 030217 neurology & neurosurgery |
| Zdroj: | Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela instname Frontiers in Psychology, Vol 10 (2019) RUC. Repositorio da Universidade da Coruña Scopus RUO. Repositorio Institucional de la Universidad de Oviedo Frontiers in Psychology |
| Popis: | Currently, there is much debate about the value of assigning homework. Organizations such as the OECD have concluded that doing more homework is not synonymous with better performance. This study was designed to analyze the mediating role of student motivation in the relationship between the involvement of parents and teachers in homework and the engagement of students in these tasks. Seven hundred and thirty students in Compulsory Secondary Education (7th–10th grade) participated from 14 schools in the north of Spain. Three competing models were developed and tested to study motivational mediation: a non-motivational mediation model (direct effects model); a total motivational mediation model (indirect effects model); and a partial motivational mediation model (mixed effects model). The best model was adjusted according to gender and school year variables. The total mediation motivational model demonstrated the best fit (indirect effects model). The results suggest the total mediation of student motivation in the relationship between the perception of parents’ and teachers’ involvement in homework and student cognitive engagement in these tasks. Some differences, albeit slight, were observed with respect to gender and school year. The results have clear theoretical and educational implications This work was developed with the financing of the research projects EDU2013-44062-P (MINECO), EDU2017- 82984-P (MEIC), and Government of the Principality of Asturias, Spain. European Regional Development Fund (Research Groups Program FC-GRUPIN-IDI/ 2018/000199) SI |
| Databáze: | OpenAIRE |
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