Work

Longitudinal relations among perceived autonomy support, time management, completion, and achievement

Year: 2025

Type: article

Abstract: Informed by self-determination and self-regulation frameworks, this study aims to examine the longitudinal relations among autonomy support, time management , homework completion, and mathematics achievement. Middle school in China encompasses grades 6–8, and this study specifically examines 8th graders. Data from these students at two time points (Time 1[T1] and Time 2 [T2]) over one school year showed a bidirectional positive association between autonomy support and time management. Moreover, higher levels of autonomy support at T1 led to higher T2 achievement. Finally, higher levels of time management at T1 resulted in higher T2 homework completion and achievement. This study extends previous research by integrating self-regulation and self-determination frameworks to examine homework behavior and performance with longitudinal data, offering far-reaching implications for research and practice, particularly emphasizing the dual importance of promoting autonomy support and time management.

Source: Studies In Educational Evaluation

DOI: 10.1016/j.stueduc.2025.101454

Author: Jianzhong Xu

Institution: Mississippi State University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,570