Individual Precursors of Student Homework Behavioral Engagement: The Role of Intrinsic Motivation, Perceived Homework Utility and Homework Attitude

Frontiers in Psychology

article

Natalia Suárez¹  Bibiana Regueiro²  Iris Estévez³  María del Mar Ferradás²  M. Adelina Guisande⁴  Susana Rodríguez² 

[1] Department of Psychology, University of Oviedo;Department of Psychology, University of A Coruña;Department of Pedagogy and Didactics, University of A Coruña;Department of Developmental and Educational Psychology, University of Santiago de Compostela

关键词: homework;    behavioral engagement;    intrinsic motivation;    perceived utility;    attitude;    secondary education;   

DOI  :  10.3389/fpsyg.2019.00941

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors of student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (CSE) (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, and Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent), and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective).

【 授权许可】

CC BY