Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation
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|Title:||Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation
|Author:||Núñez, José Carlos
Regueiro Fernández, Bibiana
Piñeiro Aguín, Isabel
Rodicio García, María Luisa
|Affiliation:||Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
|Subject:||Student homework | Motivation and engagement | Perceived parental homework involvement | Perceived teacher homework involvement | Secondary education | Homework engagement ||
|Date of Issue:||2019
|Citation:||Núñez JC, Regueiro B, Suárez N, Piñeiro I, Rodicio ML and Valle A (2019) Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation. Front. Psychol
|Abstract:||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|
|Rights:||Copyright © 2019 Núñez, Regueiro, Suárez, Piñeiro, Rodicio and Valle. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)
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