"Homework Should Be...but We Do Not Live in an Ideal World": Mathematics teachers' perspectives on quality homework and on homework assigned in elementary and middle schools

Existing literature has analyzed homework characteristics associated with academic results. Researchers and educators defend the need to provide quality homework, but there is still much to be learned about the characteristics of quality homework (e.g., purposes, type). Acknowledging that teachers play an important role in designing and assigning homework, this study explored teachers' perspectives regarding: (i) the characteristics of quality homework and (ii) the characteristics of the homework tasks assigned. In the current study, mathematics teachers from elementary and middle schools (N = 78) participated in focus group discussions. To enhance the trustworthiness of the findings, homework tasks assigned by 25% of the participants were analyzed for triangulation of data purposes. Data were analyzed using thematic analysis for elementary and middle school separately. Teachers discussed the various characteristics of quality homework (e.g., short assignments, adjusted to the availability of students) and shared the characteristics of the homework tasks typically assigned, highlighting a few differences (e.g., degree of individualization of homework, purposes) between these two topics. Globally, data on the homework tasks assigned were consistent with teachers' reports about the characteristics of the homework tasks they usually assigned. Findings provide valuable insights for research and practice aimed to promote the quality of homework and consequently students' learning and progress.This study was conducted at Psychology Research Centre, University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and when applicable co-financed by FEDER under the PT2020 Partnership Agreement (UID/PSI/01662/2013). PR was supported by the research projects EDU2013-44062-P (MINECO) and EDU2017-82984-P (MEIC). TN was supported by a Ph.D. fellowship (SFRH/BD/80405/2011) from the Portuguese Foundation for Science and Technology (FCT)

Achievement goal orientations : A person-oriented approach

In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.Peer reviewe

The role of prior achievement as an antecedent to student homework engagement

p.1-8The benefits of homework on student learning and academic achievement, to a large extent, depend on the degree of student engagement. Motivational engagement (my intention or why I do the homework), cognitive engagement (how I get involved in homework), and behavioral engagement (how much homework I do, how much time I devote to it, how I manage that time) are key aspects that condition the quality of the process of doing homework, learning, and academic achievement. Prior academic achievement is one of the variables that seems to be positively related to student engagement (both due its motivational component and to the training to do homework). The main purpose of this work was to study in detail this relationship in students of the last stage of Primary Education (N = 516). The results showed that (i) as achievement levels rise, the use of a shallow focus to doing homework decreases (and the use of a deep approach increases); (ii) there is also a progressive increase in the amount of homework done and in the management of the time dedicated to homework. On another hand, as in previous research, (iii) no relationship was observed between the levels of prior achievement and the amount of time spent doing homeworkS

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.This research was funded through an R & D Project, ref. EDU2011-24805 (2012–2015) of the Ministry of Science and Innovation (Spain), and with Federal Funds (European Union)

How do student prior achievement and homework behaviors relate to perceived parental involvement in homework?

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Lowachieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.This work has been funded by the Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation: project EDU2014-57571-P, and from the European Union, through the European Regional Development Funds and the Principality of Asturias, through its Science, Technology and Innovation Plan (grant GRUPIN14-100 and GRUPIN14-053).info:eu-repo/semantics/publishedVersio

Engineering PhD Returners and Direct‐Pathway Students: Comparing Expectancy, Value, and Cost

BackgroundProfessionals who pursue a doctorate after significant post‐baccalaureate work experience, a group we refer to as returners, represent an important but understudied group of engineering doctoral students. Returners are well situated to leverage their applied work experiences in their advanced engineering training.Purpose/HypothesisWe drew on results from the Graduate Student Experiences and Motivations Survey to explore the dimensionality of our scales measuring value and cost constructs. We used these scales, as well as measures of student expectancy of success, to compare returners with direct‐pathway students.Design/MethodWe surveyed 179 returners and 297 direct‐pathway domestic engineering doctoral students. We first conducted Exploratory Factor Analysis on our cost and value measures. We then used both Ordinary Least Squares and Ordinal Regression Model analyses to assess the relationships of various student characteristics and experiences (including returner status) with student expectancy of success and the emergent cost and values factors associated with doctoral study in engineering.ResultsFactor analysis revealed three categories of values (interest, attainment, and career utility) that were largely consistent with those in Eccles’ expectancy‐value framework. A similar analysis identified three categories of costs (balance, financial, and academic) associated with pursuing a PhD. Returners felt significantly less confident in their ability to complete their degrees prior to enrolling and perceived higher levels of all cost types than direct‐pathway students.ConclusionsGiven the differences between returning and direct‐pathway students, it is important to consider how universities might best recruit and retain returners. Tracking returner status could be critical in better supporting these students.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140046/1/jee20182.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/140046/2/jee20182_am.pd

The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning

In this research we studied students´ motivational self-regulation as mediator between motivational beliefs and motivational outcomes. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating, Performance Self-talk, Mastery Self-talk); motivational beliefs (value attached to schoolwork, competence); and motivational engagement (pleasure, effort, persistence, achievement). A validation of the self-report questionnaire on the five motivational strategies showed a good fit. Structural equation modelling indicated that strategy-use partly mediates the relation between value, and effort and pleasure. Competence showed a weak direct relation with effort an pleasure. No relations were found for achievement. Further implications of these findings for practical use and further research are discussed