Abstract
ABSTRACT This study examined the direction and strength of relationships between homework quality (homework quality, feedback quality, autonomy support), homework motivation (expectancy and value), negative homework emotions, homework behaviour (homework time, homework completion) and academic achievement. Research data were collected from 628 secondary school students. The study tested two theoretical models. According to the findings, students’ motivation to do homework increases in parallel with an increase in teacher effort in selecting homework topics and providing feedback. Similarly, practices that provide autonomy in the homework process are also associated with increased motivation. The increase in homework quality leads to a decrease in negative emotions associated with homework. In parallel with the increase in homework quality, there is also an increase in homework completion behaviour. The relationship between homework quality and homework behaviour and academic achievement is mediated by homework motivation, but not by negative homework emotions. Expectancy and value are positively related to both homework completion and academic achievement. Expectancy and value are positively related to each other and negatively related to negative homework emotions.
Published Version
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