Abstract
This study adopted a person-centered approach to investigate students' perceptions of teacher homework involvement based on the data from 823 9th-grade students in China. Measures on students' perceptions of teacher homework involvement included (a) three measures regarding student-perceived quality of teacher involvement (homework quality, autonomy support, and feedback quality), and (b) one measure regarding student-perceived teacher feedback quantity. Latent profile analysis identified five distinct students' profiles of teacher homework involvement: very low perceived feedback quality and autonomy support, moderate perceived involvement, low perceived quality, medium-low perceived involvement, and high perceived quality. Profile membership was associated with homework behavior and mathematics achievement. A unique result is that the predictive effect of feedback quantity on homework behavior and mathematics achievement may vary depending on perceived homework quality. Implications for further investigation and educational practices (e.g., student-perceived quality of teacher homework involvement) are discussed.
Published Version
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