Students’ Self-Regulation of Homework Behavior: Do Autonomy Support and Effort Matter?

Abstract

Drawn from expectancy-value, self-regulated learning, self-determination, and growth mindset theories, our investigation explored multilevel models of homework management among middle school students in Türkiye. At the student level, homework management was positively related to homework interest, homework effort, self-regulatory purpose, parent autonomy support, teacher feedback, homework expectancy, and homework time. Furthermore, males were less likely than females to manage homework. At the class level, homework management was linked positively to homework interest but negatively to homework quality. Notably, our investigation expands the existing literature by showing that homework management was positively related to homework effort and parent autonomy support, but not to teacher autonomy support. Implications of these results are considered in relation to future studies and homework practices.