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

Currently, the concept of 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...

Full description

Saved in:
Bibliographic Details
Published inFrontiers in psychology Vol. 10; p. 941
Main Authors Suárez, Natalia, Regueiro, Bibiana, Estévez, Iris, del Mar Ferradás, María, Guisande, M. Adelina, Rodríguez, Susana
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 26.04.2019
Subjects
attitude
behavioral engagement
homework
intrinsic motivation
perceived utility
Psychology
secondary education
secondary education
intrinsic motivation
behavioral engagement
homework
perceived utility
attitude
Online AccessGet full text

Cover

Abstract Currently, the concept of 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).
AbstractList 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).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).
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).
Currently, the concept of 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).
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).
Author Estévez, Iris
Guisande, M. Adelina
Rodríguez, Susana
Suárez, Natalia
Regueiro, Bibiana
del Mar Ferradás, María
AuthorAffiliation 1 Department of Psychology, University of Oviedo , Oviedo , Spain
2 Department of Psychology, University of A Coruña , A Coruña , Spain
3 Department of Pedagogy and Didactics, University of A Coruña , A Coruña , Spain
4 Department of Developmental and Educational Psychology, University of Santiago de Compostela , Santiago de Compostela , Spain
AuthorAffiliation_xml – name: 3 Department of Pedagogy and Didactics, University of A Coruña , A Coruña , Spain
– name: 4 Department of Developmental and Educational Psychology, University of Santiago de Compostela , Santiago de Compostela , Spain
– name: 1 Department of Psychology, University of Oviedo , Oviedo , Spain
– name: 2 Department of Psychology, University of A Coruña , A Coruña , Spain
Author_xml – sequence: 1
  givenname: Natalia
  surname: Suárez
  fullname: Suárez, Natalia
– sequence: 2
  givenname: Bibiana
  surname: Regueiro
  fullname: Regueiro, Bibiana
– sequence: 3
  givenname: Iris
  surname: Estévez
  fullname: Estévez, Iris
– sequence: 4
  givenname: María
  surname: del Mar Ferradás
  fullname: del Mar Ferradás, María
– sequence: 5
  givenname: M. Adelina
  surname: Guisande
  fullname: Guisande, M. Adelina
– sequence: 6
  givenname: Susana
  surname: Rodríguez
  fullname: Rodríguez, Susana
BackLink https://www.ncbi.nlm.nih.gov/pubmed/31080431$$D View this record in MEDLINE/PubMed
BookMark eNp1UktvEzEQXqEi-qB3TmiPHEiwvY695oBUqkIjFVFBe7Yce5y47NrB9gbld_QP4ySlpEj4Ymvme1gz33F14IOHqnqF0bhpWvHOLtN6PiYIizFCguJn1RFmjI4w4u3B3vuwOk3pDpVDEUGIvKgOG4xaRBt8VN1PvXErZwbV1dcR9BBTiKkOtv6eBwM-15ehh18h_qg_wkKtXIgFeeHnag59ab-vbxZQfwsdbDhTn6Pzyen6S8hupbIL_m19DVGDW4H5q3WbXefyulZ-r3iWs9uYvqyeW9UlOH24T6rbTxc355ejq6-fp-dnVyNNGckjAESIsdYKgYWaCIoYA2OATzhQqxQQxLluVKM0V0zMhJ5YbbC2HGmr8KQ5qaY7XRPUnVxG16u4lkE5uS2EOJcqZqc7kFwbpqjhIFpCeStm2lBgqNWEWoo0LlofdlrLYdaD0WU0ZVBPRJ92vFvIeVhJRgXnLSoCbx4EYvg5QMqyd0lD1ykPYUiSkAYL1jSMFujrfa9Hkz9bLQC0A-gYUopgHyEYyU125DY7cpMduc1OobB_KNrl7f7Kb133f-JvJ9vOlA
CitedBy_id crossref_primary_10_1021_acs_jchemed_4c00736
crossref_primary_10_24857_rgsa_v18n8_113
crossref_primary_10_3390_educsci9020138
crossref_primary_10_29333_cac_15210
crossref_primary_10_3389_fpsyg_2021_760212
crossref_primary_10_1016_j_psicoe_2019_11_001
crossref_primary_10_3389_fpsyg_2021_751120
crossref_primary_10_1007_s11409_024_09376_z
crossref_primary_10_3389_feduc_2022_1033100
crossref_primary_10_1016_j_lmot_2020_101673
crossref_primary_10_1080_00220671_2024_2431680
crossref_primary_10_1109_JPROC_2023_3309560
crossref_primary_10_55908_sdgs_v12i1_2199
crossref_primary_10_1007_s13132_024_02231_1
crossref_primary_10_3389_fpsyg_2022_929270
crossref_primary_10_1007_s10984_023_09464_y
crossref_primary_10_1016_j_lmot_2020_101677
crossref_primary_10_1080_00220671_2024_2385405
crossref_primary_10_1016_j_psicod_2019_11_001
crossref_primary_10_1177_00131245251319755
crossref_primary_10_1007_s10212_022_00627_8
crossref_primary_10_1016_j_chb_2024_108305
crossref_primary_10_1016_j_lindif_2023_102396
crossref_primary_10_1080_23735082_2022_2085771
crossref_primary_10_1111_bjep_12568
crossref_primary_10_4236_ce_2022_131011
crossref_primary_10_1080_1554480X_2024_2424326
crossref_primary_10_1002_pits_22963
crossref_primary_10_1016_j_chb_2023_107948
crossref_primary_10_1002_pits_22780
crossref_primary_10_1016_j_jvb_2023_103917
crossref_primary_10_25082_AHB_2022_01_004
crossref_primary_10_1016_j_ssaho_2023_100476
crossref_primary_10_1136_bmjopen_2020_043711
crossref_primary_10_7202_1096359ar
crossref_primary_10_1108_ITSE_02_2024_0043
crossref_primary_10_1177_21582440231205098
Cites_doi 10.1016/j.learninstruc.2016.02.002
10.1016/0092-6566(85)90023-6
10.1007/978-1-4614-2018-7_6
10.1037/0022-0663.99.2.432
10.1016/j.lindif.2009.11.001
10.1177/1932202x1102200206
10.1177/016146811611800807
10.1037/a0020084
10.5093/psed2019a2
10.1037/a0018453
10.1037/spq0000287
10.1146/annurev.psych.53.100901.135153
10.1037/0022-0663.98.2.382
10.1037/a0030028
10.1207/s15326977ea1001_1
10.1037//0033-2909.107.2.238
10.1002/pits.20503
10.1037/pspp0000034
10.1006/ceps.1999.1015
10.1016/j.lindif.2016.03.002
10.1016/j.cedpsych.2018.04.001
10.1006/ceps.2000.1048
10.1007/s11409-015-9135-5
10.1387/revpsicodidact.12641
10.1108/s0749-7423(2010)000016a005
10.1023/A:1023460414243
10.1023/b:edpr.0000012343.96370.39
10.1002/ijop.12399
10.1037//0022-3514.64.6.1010
10.1002/rrq.035
10.1016/j.cedpsych.2007.10.002
10.1037/0022-0663.95.2.347
10.1037/a0013153
10.1007/1-4020-5742-3_16
10.1037/0003-066x.48.2.90
10.1006/ceps.2001.1084
10.1016/j.cedpsych.2007.08.001
10.1037/0012-1649.42.1.70
10.1080/00461520.2014.989230
10.1016/j.lindif.2008.11.009
10.6018/analesps.31.2.171131
10.1002/RRQ.030
10.1007/978-1-4614-2018-7
10.1007/s10964-017-0724-2
10.1207/s15430421tip4303_3
10.1037//0022-0663.82.1.33
10.1080/00220671.2015.1125837
10.30552/ejep.v11i1.183
10.1037/0022-0663.100.1.1
10.1076/1380-3611(200006)6:2;1-e;f130
10.1207/s15326985ep3603_4
10.1037/edu0000032
10.1080/00207590500411179
10.1017/jgc.2013.2
10.1177/2372732216655542
10.1177/0143034317708010
10.1016/j.cedpsych.2014.02.002
10.3102/00346543074001059
10.1016/j.cedpsych.2011.05.002
10.3200/joer.99.1.46-55
10.1016/j.cedpsych.2015.04.002
10.1016/b978-012750053-9/50006-1
10.7334/psicothema2015.118
10.1037/0022-0663.90.1.70
10.1002/pits.20391
10.3102/00346543076001001
10.1080/01443410.2013.817537
10.1080/10705519909540118
10.1016/j.learninstruc.2008.05.001
10.1080/00220671.2013.878298
10.1016/j.cedpsych.2004.01.006
10.2196/jmir.3147
10.1016/j.edurev.2016.11.003
10.1080/11356405.2017.1306988
10.1080/00273171.2013.775060
10.1016/j.learninstruc.2007.02.009
10.1016/j.lindif.2017.10.003
10.1016/j.cedpsych.2010.10.001
10.1037/0022-0663.98.2.438
ContentType Journal Article
Copyright Copyright © 2019 Suárez, Regueiro, Estévez, del Mar Ferradás, Guisande and Rodríguez. 2019 Suárez, Regueiro, Estévez, del Mar Ferradás, Guisande and Rodríguez
Copyright_xml – notice: Copyright © 2019 Suárez, Regueiro, Estévez, del Mar Ferradás, Guisande and Rodríguez. 2019 Suárez, Regueiro, Estévez, del Mar Ferradás, Guisande and Rodríguez
DBID AAYXX
CITATION
NPM
7X8
5PM
DOA
DOI 10.3389/fpsyg.2019.00941
DatabaseName CrossRef
PubMed
MEDLINE - Academic
PubMed Central (Full Participant titles)
DOAJ Directory of Open Access Journals
DatabaseTitle CrossRef
PubMed
MEDLINE - Academic
DatabaseTitleList MEDLINE - Academic

PubMed
Database_xml – sequence: 1
  dbid: DOA
  name: DOAJ: Directory of Open Access Journal (DOAJ)
  url: https://www.doaj.org/
  sourceTypes: Open Website
– sequence: 2
  dbid: NPM
  name: PubMed
  url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed
  sourceTypes: Index Database
DeliveryMethod fulltext_linktorsrc
Discipline Psychology
EISSN 1664-1078
ExternalDocumentID oai_doaj_org_article_7cd6a4d7e9824789bcd4e608c24f40c1
PMC6497780
31080431
10_3389_fpsyg_2019_00941
Genre Journal Article
GroupedDBID 53G
5VS
9T4
AAFWJ
AAKDD
AAYXX
ABIVO
ACGFO
ACGFS
ACHQT
ACXDI
ADBBV
ADRAZ
AEGXH
AFPKN
AIAGR
ALMA_UNASSIGNED_HOLDINGS
AOIJS
BAWUL
BCNDV
CITATION
DIK
EBS
EJD
EMOBN
F5P
GROUPED_DOAJ
GX1
HYE
KQ8
M48
M~E
O5R
O5S
OK1
P2P
PGMZT
RNS
RPM
IPNFZ
NPM
RIG
7X8
5PM
ID FETCH-LOGICAL-c462t-ee022dfff9919a594066edde757e4faae2077c3a3ac7a69b9c5fcd1cf70cfa153
IEDL.DBID DOA
ISSN 1664-1078
IngestDate Wed Aug 27 01:29:22 EDT 2025
Thu Aug 21 17:43:21 EDT 2025
Thu Jul 10 18:50:18 EDT 2025
Thu Apr 03 07:04:59 EDT 2025
Thu Apr 24 23:00:14 EDT 2025
Tue Jul 01 04:27:55 EDT 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Keywords secondary education
intrinsic motivation
behavioral engagement
homework
perceived utility
attitude
Language English
License This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c462t-ee022dfff9919a594066edde757e4faae2077c3a3ac7a69b9c5fcd1cf70cfa153
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Jianzhong Xu, Mississippi State University, United States; Ana Miranda, University of Valencia, Spain
Edited by: Michael S. Dempsey, Boston University, United States
OpenAccessLink https://doaj.org/article/7cd6a4d7e9824789bcd4e608c24f40c1
PMID 31080431
PQID 2231963364
PQPubID 23479
ParticipantIDs doaj_primary_oai_doaj_org_article_7cd6a4d7e9824789bcd4e608c24f40c1
pubmedcentral_primary_oai_pubmedcentral_nih_gov_6497780
proquest_miscellaneous_2231963364
pubmed_primary_31080431
crossref_primary_10_3389_fpsyg_2019_00941
crossref_citationtrail_10_3389_fpsyg_2019_00941
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 2019-04-26
PublicationDateYYYYMMDD 2019-04-26
PublicationDate_xml – month: 04
  year: 2019
  text: 2019-04-26
  day: 26
PublicationDecade 2010
PublicationPlace Switzerland
PublicationPlace_xml – name: Switzerland
PublicationTitle Frontiers in psychology
PublicationTitleAlternate Front Psychol
PublicationYear 2019
Publisher Frontiers Media S.A
Publisher_xml – name: Frontiers Media S.A
References Núñez (B54); 10
Du (B18) 2016; 48
Xu (B87) 2013; 1
Trautwein (B73) 2006; 98
Cooper (B11) 2006; 76
Durik (B19) 2006; 98
Eccles (B22) 2005
Mikami (B49) 2017; 46
Hardre (B35) 2003; 95
Schiefele (B64) 2012; 47
Wigfield (B82) 2009
Bandura (B2) 1997
Eccles (B21) 1983
Liem (B46) 2008; 33
Regueiro (B58) 2018; 53
Trautwein (B72) 2015; 109
Breaux (B6) 2019; 34
Wang (B77) 2013; 49
Yang (B90) 2016; 118
Dettmers (B17) 2010; 102
Hu (B38) 1999; 6
King (B41) 2015; 42
Regueiro (B60) 2017; 29
Epstein (B26) 2001; 36
Valle (B74); 31
Trautwein (B71) 2009; 19
Ladd (B43) 2009; 101
Lawson (B44) 2017; 38
Cooper (B12) 2001; 36
Miller (B50) 2004; 16
Eccles (B23) 1993; 48
Fredricks (B29) 2004; 74
Xu (B88) 2017; 60
McMillan (B47) 2005
Núñez (B52); 35
Valle (B76) 2018; 11
Cooper (B10) 1998; 90
Regueiro (B59) 2015; 20
Rodríguez-Pereiro (B62) 2019
Bong (B5) 2001; 26
Xu (B85) 2005; 99
Cole (B8) 2008; 33
Metallidou (B48) 2010; 47
Xu (B89) 2017; 110
Becker (B3) 2010; 102
Lee (B45) 2014; 39
Epstein (B25) 2012
Guthrie (B33) 2013; 48
Eccles (B24) 2002; 53
Trautwein (B68) 2003; 15
Greene (B32) 2004; 29
Rosário (B63) 2018; 53
Hong (B37) 2009; 19
Schmitz (B65) 1993; 64
Akioka (B1) 2013; 23
Cooper (B9) 1989; 47
Dettmers (B16) 2011; 36
Hughes (B39) 2008; 100
Wigfield (B80) 2002
Wigfield (B79) 2000; 25
Hidalgo (B36) 2004; 334
Kitsantas (B42) 2011; 22
Fredricks (B30) 2016; 43
Trautwein (B70) 2007; 99
Trautwein (B67) 2007; 17
Reinhardt (B61) 2009; 46
Wigfield (B81) 2017
Greene (B31) 2015; 50
Christenson (B7) 2012
Fernández-Alonso (B28) 2015; 107
Reeve (B57) 2011; 36
Nagengast (B51) 2013; 48
Simpkins (B66) 2006; 42
De Jong (B14) 2000; 6
Wise (B83) 2005; 10
Pintrich (B55) 1990; 82
Wigfield (B78) 2010
Xu (B86) 2010; 20
Kalchman (B40) 2012; 17
Deci (B15) 1985; 19
Trautwein (B69) 2002; 27
Harackiewicz (B34) 2016; 3
Valle (B75); 27
Núñez (B53); 108
Fan (B27) 2017; 20
Bentler (B4) 1990; 107
Eccles (B20) 2012
Pintrich (B56) 2007
Coutts (B13) 2004; 43
Wolters (B84) 1998; 26
References_xml – volume: 43
  start-page: 1
  year: 2016
  ident: B30
  article-title: Student engagement, context, and adjustment: addressing definitional, measurement, and methodological issues.
  publication-title: Learn. Instr.
  doi: 10.1016/j.learninstruc.2016.02.002
– volume: 19
  start-page: 109
  year: 1985
  ident: B15
  article-title: The general causality orientations scale: self-determination in personality.
  publication-title: J. Res. Pers.
  doi: 10.1016/0092-6566(85)90023-6
– start-page: 133
  year: 2012
  ident: B20
  article-title: Part I commentary: So what is student engagement anyway?
  publication-title: Handbook of Research on Student Engagement
  doi: 10.1007/978-1-4614-2018-7_6
– volume: 99
  start-page: 432
  year: 2007
  ident: B70
  article-title: Students’ self-reported effort and time on homework in six school subjects: between-students differences and within-student variation.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/0022-0663.99.2.432
– volume: 20
  start-page: 34
  year: 2010
  ident: B86
  article-title: Predicting homework time management at the secondary school level: a multilevel analysis.
  publication-title: Learn. Individ. Differ.
  doi: 10.1016/j.lindif.2009.11.001
– volume: 22
  start-page: 310
  year: 2011
  ident: B42
  article-title: Mathematics achievement: the role of homework and self-efficacy beliefs.
  publication-title: J. Adv. Acad.
  doi: 10.1177/1932202x1102200206
– volume: 118
  start-page: 1
  year: 2016
  ident: B90
  article-title: What keeps Chinese students motivated in doing math homework? An empirical investigation.
  publication-title: Teach. Coll. Rec.
  doi: 10.1177/016146811611800807
– volume: 102
  start-page: 773
  year: 2010
  ident: B3
  article-title: Intrinsic and extrinsic reading motivation as predictors of reading literacy: a longitudinal study.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/a0020084
– year: 2019
  ident: B62
  article-title: Rendimiento previo e implicación en los deberes escolares de los estudiantes de los últimos cursos de Educación Primaria.
  publication-title: Psicol. Educ.
  doi: 10.5093/psed2019a2
– volume: 102
  start-page: 467
  year: 2010
  ident: B17
  article-title: Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/a0018453
– volume: 34
  start-page: 201
  year: 2019
  ident: B6
  article-title: Brief homework intervention for adolescents with ADHD: trajectories and predictors of response.
  publication-title: Sch. Psychol.
  doi: 10.1037/spq0000287
– volume: 53
  start-page: 109
  year: 2002
  ident: B24
  article-title: Motivational beliefs, values, and goals.
  publication-title: Annu. Rev. Psychol.
  doi: 10.1146/annurev.psych.53.100901.135153
– volume: 98
  start-page: 382
  year: 2006
  ident: B19
  article-title: Task values and ability beliefs as predictors of high school literacy choices: a developmental analysis.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/0022-0663.98.2.382
– volume: 49
  start-page: 1266
  year: 2013
  ident: B77
  article-title: Adolescent educational success and mental health vary across school engagement profiles.
  publication-title: Dev. Psychol.
  doi: 10.1037/a0030028
– volume: 10
  start-page: 1
  year: 2005
  ident: B83
  article-title: Low examinee effort in low-stakes assessment: problems and potential solutions.
  publication-title: Educ. Assess.
  doi: 10.1207/s15326977ea1001_1
– start-page: 105
  year: 2005
  ident: B22
  article-title: Subjective task value and the Eccles et al. model of achievement-related choices
  publication-title: Handbook of Competence and Motivation
– volume: 107
  start-page: 238
  year: 1990
  ident: B4
  article-title: Comparative fit indexes in structural models.
  publication-title: Psychol. Bull.
  doi: 10.1037//0033-2909.107.2.238
– volume: 47
  start-page: 776
  year: 2010
  ident: B48
  article-title: Children’s self-regulated learning profile in language and mathematics: the role of task value beliefs.
  publication-title: Psychol. Sch.
  doi: 10.1002/pits.20503
– volume: 109
  start-page: 142
  year: 2015
  ident: B72
  article-title: Using individual interest and conscientiousness to predict academic effort: additive synergistic, or compensatory effects?
  publication-title: J. Pers. Soc. Psychol.
  doi: 10.1037/pspp0000034
– volume: 25
  start-page: 68
  year: 2000
  ident: B79
  article-title: Expectancy–value theory of achievement motivation.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1006/ceps.1999.1015
– volume: 48
  start-page: 29
  year: 2016
  ident: B18
  article-title: Investigating factors that influence students’ help seeking in math homework: a multilevel analysis.
  publication-title: Learn. Individ. Differ.
  doi: 10.1016/j.lindif.2016.03.002
– volume: 53
  start-page: 168
  year: 2018
  ident: B63
  article-title: Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2018.04.001
– volume: 26
  start-page: 553
  year: 2001
  ident: B5
  article-title: Role of self-efficacy and task-value in predicting college students’ course performance and future enrollment intentions.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1006/ceps.2000.1048
– volume: 10
  start-page: 375
  ident: B54
  article-title: Relationships between parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students.
  publication-title: Metacogn. Learn.
  doi: 10.1007/s11409-015-9135-5
– volume: 20
  start-page: 47
  year: 2015
  ident: B59
  article-title: Homework motivation and involvement throughout compulsory education.
  publication-title: Revista de Psicodidáctica
  doi: 10.1387/revpsicodidact.12641
– start-page: 35
  year: 2010
  ident: B78
  article-title: Expectancy-value theory: Retrospective and prospective
  publication-title: The Decade Ahead: Theoretical Perspectives on Motivation and Achievement Advances in Motivation and Achievement
  doi: 10.1108/s0749-7423(2010)000016a005
– volume: 334
  start-page: 75
  year: 2004
  ident: B36
  article-title: Por qué se rechazan las matemáticas? Análisis evolutivo y multivariante de actitudes relevantes hacia las matemáticas.
  publication-title: Revista de Educación
– volume: 17
  start-page: 1
  year: 2012
  ident: B40
  article-title: Homework as test preparation: its promise and efficacy.
  publication-title: Curr. Issues Middle Level Educ.
– volume: 47
  start-page: 85
  year: 1989
  ident: B9
  article-title: Synthesis of research on homework.
  publication-title: Educ. Leadersh.
– volume: 15
  start-page: 115
  year: 2003
  ident: B68
  article-title: The relationship between homework and achievement—still much of a mystery.
  publication-title: Educ. Psychol. Rev.
  doi: 10.1023/A:1023460414243
– volume: 16
  start-page: 9
  year: 2004
  ident: B50
  article-title: A model of future-oriented motivation and self-regulation.
  publication-title: Educ. Res. Rev.
  doi: 10.1023/b:edpr.0000012343.96370.39
– volume: 1
  start-page: 98
  year: 2013
  ident: B87
  article-title: Why do students have difficulties completing homework? The need for homework management.
  publication-title: J. Educ. Train. Stud.
– volume: 53
  start-page: 449
  year: 2018
  ident: B58
  article-title: Motivational profiles in high school students: differences in behavioral and emotional homework engagement and academic achievement.
  publication-title: Int. J. Psychol.
  doi: 10.1002/ijop.12399
– volume: 64
  start-page: 1010
  year: 1993
  ident: B65
  article-title: Perceived control, effort, and academic performance: interindividual, intraindividual, and multivariate time-series analyses.
  publication-title: J. Pers. Soc. Psychol.
  doi: 10.1037//0022-3514.64.6.1010
– volume: 48
  start-page: 9
  year: 2013
  ident: B33
  article-title: Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents.
  publication-title: Read. Res. Q.
  doi: 10.1002/rrq.035
– year: 1997
  ident: B2
  publication-title: Self-Efficacy: The Exercise of Control.
– volume: 33
  start-page: 609
  year: 2008
  ident: B8
  article-title: Predicting student achievement for low stakes tests with effort and task value.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2007.10.002
– volume: 95
  start-page: 347
  year: 2003
  ident: B35
  article-title: A motivational model of rural students’ intentions to persist in, versus drop out of, high school.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/0022-0663.95.2.347
– volume: 101
  start-page: 190
  year: 2009
  ident: B43
  article-title: Continuity and change in early school engagement: predictive of children’s achievement trajectories from first to eighth grade?
  publication-title: J. Educ. Psychol.
  doi: 10.1037/a0013153
– start-page: 731
  year: 2007
  ident: B56
  article-title: Student motivation and self-regulated learning in the college classroom
  publication-title: The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective
  doi: 10.1007/1-4020-5742-3_16
– volume: 48
  start-page: 90
  year: 1993
  ident: B23
  article-title: Development during adolescence: the impact of stage-environment fit on young adolescents’ experiences in schools and in families.
  publication-title: Am. Psychol.
  doi: 10.1037/0003-066x.48.2.90
– volume: 27
  start-page: 26
  year: 2002
  ident: B69
  article-title: Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1006/ceps.2001.1084
– volume: 33
  start-page: 486
  year: 2008
  ident: B46
  article-title: The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2007.08.001
– volume: 42
  start-page: 70
  year: 2006
  ident: B66
  article-title: Math and science motivation: a longitudinal examination of the links between choices and beliefs.
  publication-title: Dev. Psychol.
  doi: 10.1037/0012-1649.42.1.70
– volume: 50
  start-page: 14
  year: 2015
  ident: B31
  article-title: Measuring cognitive engagement with self-report scales: reflections from over 20 years of research.
  publication-title: Educ. Psychol.
  doi: 10.1080/00461520.2014.989230
– start-page: 87
  year: 1983
  ident: B21
  article-title: Expectancies, values, and academic choice: Origins and changes
  publication-title: Achievement and Achievement Motivation
– volume: 19
  start-page: 269
  year: 2009
  ident: B37
  article-title: Homework self-regulation: grade, gender, and achievement-level differences.
  publication-title: Learn. Individ. Differ.
  doi: 10.1016/j.lindif.2008.11.009
– volume: 31
  start-page: 562
  ident: B74
  article-title: Homework and academic achievement in primary education.
  publication-title: Anal. Psicol.
  doi: 10.6018/analesps.31.2.171131
– volume: 47
  start-page: 427
  year: 2012
  ident: B64
  article-title: Dimensions of reading motivation and their relation to reading behavior and competence.
  publication-title: Read. Res. Q.
  doi: 10.1002/RRQ.030
– year: 2012
  ident: B7
  publication-title: Handbook of Research on Student Engagement.
  doi: 10.1007/978-1-4614-2018-7
– volume: 46
  start-page: 2341
  year: 2017
  ident: B49
  article-title: Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school.
  publication-title: J. Youth Adolesc.
  doi: 10.1007/s10964-017-0724-2
– volume: 43
  start-page: 182
  year: 2004
  ident: B13
  article-title: Meanings of homework and implications for practice.
  publication-title: Theory Pract.
  doi: 10.1207/s15430421tip4303_3
– volume: 82
  start-page: 33
  year: 1990
  ident: B55
  article-title: Motivational and self-regulated learning components of classroom academic performance.
  publication-title: J. Educ. Psychol.
  doi: 10.1037//0022-0663.82.1.33
– volume: 110
  start-page: 467
  year: 2017
  ident: B89
  article-title: Self-regulation of math homework behavior: an empirical investigation.
  publication-title: J. Educ. Res.
  doi: 10.1080/00220671.2015.1125837
– volume: 11
  start-page: 19
  year: 2018
  ident: B76
  article-title: Niveles de rendimiento académico e implicación en los deberes escolares en estudiantes españoles de Educación Secundaria.
  publication-title: Eur. J. Educ. Psychol.
  doi: 10.30552/ejep.v11i1.183
– volume: 100
  start-page: 1
  year: 2008
  ident: B39
  article-title: Teacher-student support, effortful engagement, and achievement: a 3-year longitudinal study.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/0022-0663.100.1.1
– volume: 6
  start-page: 130
  year: 2000
  ident: B14
  article-title: Homework and student math achievement in junior high schools.
  publication-title: Educ. Res. Eval.
  doi: 10.1076/1380-3611(200006)6:2;1-e;f130
– volume: 36
  start-page: 181
  year: 2001
  ident: B26
  article-title: More than minutes: teachers’ roles in designing homework.
  publication-title: Educ. Psychol.
  doi: 10.1207/s15326985ep3603_4
– volume: 107
  start-page: 1075
  year: 2015
  ident: B28
  article-title: Adolescents’ homework performance in mathematics and science: personal factors and teaching practices.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/edu0000032
– volume: 26
  start-page: 27
  year: 1998
  ident: B84
  article-title: Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms.
  publication-title: Instr. Sci.
  doi: 10.1080/00207590500411179
– volume: 23
  start-page: 34
  year: 2013
  ident: B1
  article-title: An intervention to improve motivation for homework.
  publication-title: Aust. J. Guidance Couns.
  doi: 10.1017/jgc.2013.2
– volume: 3
  start-page: 220
  year: 2016
  ident: B34
  article-title: Interest matters: the importance of promoting interest in education.
  publication-title: Policy Insights Behav Brain Sci.
  doi: 10.1177/2372732216655542
– volume: 38
  start-page: 221
  year: 2017
  ident: B44
  article-title: Commentary: bridging student engagement research and practice.
  publication-title: Sch. Psychol. Int.
  doi: 10.1177/0143034317708010
– volume: 39
  start-page: 86
  year: 2014
  ident: B45
  article-title: Testing interest and self-efficacy as predictors of academic self-regulation and achievement.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2014.02.002
– start-page: 263
  year: 2012
  ident: B25
  article-title: The changing debate: From assigning homework to designing homework
  publication-title: Contemporary Debates in Child Development and Education
– volume: 74
  start-page: 59
  year: 2004
  ident: B29
  article-title: School engagement: potential of the concept, state of the evidence.
  publication-title: Rev. Educ. Res.
  doi: 10.3102/00346543074001059
– volume: 36
  start-page: 257
  year: 2011
  ident: B57
  article-title: Agency as a fourth aspect of students’ engagement during learning activities.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2011.05.002
– start-page: 116
  year: 2017
  ident: B81
  article-title: Achievement values. interactions, interventions and future directions
  publication-title: Handbook of Competence and Motivation: Theory and Application
– volume: 99
  start-page: 46
  year: 2005
  ident: B85
  article-title: Purposes for doing homework reported by middle and high school students.
  publication-title: J. Educ. Res.
  doi: 10.3200/joer.99.1.46-55
– volume: 42
  start-page: 26
  year: 2015
  ident: B41
  article-title: Sense of relatedness boosts engagement, achievement, and well-being: a latent growth model study.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2015.04.002
– start-page: 91
  year: 2002
  ident: B80
  article-title: The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence
  publication-title: A Vol. in the Educational Psychology Series. Development of Achievement Motivation
  doi: 10.1016/b978-012750053-9/50006-1
– volume: 27
  start-page: 334
  ident: B75
  article-title: Predicting approach to homework in primary school students.
  publication-title: Psicothema
  doi: 10.7334/psicothema2015.118
– volume: 90
  start-page: 70
  year: 1998
  ident: B10
  article-title: Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/0022-0663.90.1.70
– volume: 46
  start-page: 471
  year: 2009
  ident: B61
  article-title: Improving homework accuracy: interdependent group contingencies and randomized components.
  publication-title: Psychol. Sch.
  doi: 10.1002/pits.20391
– volume: 76
  start-page: 1
  year: 2006
  ident: B11
  article-title: Does homework improve academic achievement? A synthesis of research, 1987–2003.
  publication-title: Rev. Educ. Res.
  doi: 10.3102/00346543076001001
– volume: 35
  start-page: 726
  ident: B52
  article-title: Homework and academic achievement across spanish compulsory education.
  publication-title: Educ. Psychol.
  doi: 10.1080/01443410.2013.817537
– volume: 6
  start-page: 1
  year: 1999
  ident: B38
  article-title: Cutoff criteria for fit indexes in covariance structure analysis: coventional criteria versus new alternatives.
  publication-title: Struct. Equ. Model.
  doi: 10.1080/10705519909540118
– volume: 19
  start-page: 243
  year: 2009
  ident: B71
  article-title: Predicting homework motivation and homework effort in six school subjects: the role of person and family characteristics, classroom factors, and school track.
  publication-title: Learn. Instr.
  doi: 10.1016/j.learninstruc.2008.05.001
– volume: 108
  start-page: 204
  ident: B53
  article-title: Teachers’ feedback on homework, homework-related behaviors and academic achievement.
  publication-title: J. Educ. Res.
  doi: 10.1080/00220671.2013.878298
– volume: 29
  start-page: 462
  year: 2004
  ident: B32
  article-title: Predicting high school students’ cognitive engagement and achievement: contributions of classroom perceptions and motivation.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2004.01.006
– volume: 36
  start-page: 143
  year: 2001
  ident: B12
  article-title: Using research to answer practical questions about homework.
  publication-title: Educ. Psychol.
  doi: 10.2196/jmir.3147
– volume: 20
  start-page: 35
  year: 2017
  ident: B27
  article-title: Homework and students’ achievement in math and science: a 30-year meta-analysis, 1986–2015.
  publication-title: Educ. Res. Rev.
  doi: 10.1016/j.edurev.2016.11.003
– volume: 29
  start-page: 254
  year: 2017
  ident: B60
  article-title: Changes in involvement in homework throughout compulsory secondary education.
  publication-title: Cult. Educ.
  doi: 10.1080/11356405.2017.1306988
– volume: 48
  start-page: 428
  year: 2013
  ident: B51
  article-title: Synergistic effects of competence and value on homework engagement: the case for a within-person perspective.
  publication-title: Multivariate Behav. Res.
  doi: 10.1080/00273171.2013.775060
– volume: 17
  start-page: 372
  year: 2007
  ident: B67
  article-title: The homework-achievement relation reconsidered: differentiating homework time, homework frequency, and homework effort.
  publication-title: Learn. Instr.
  doi: 10.1016/j.learninstruc.2007.02.009
– volume: 60
  start-page: 10
  year: 2017
  ident: B88
  article-title: Homework expectancy value scale for high school students: measurement invariance and latent mean differences across gender and grade level.
  publication-title: Learn. Individ. Differ.
  doi: 10.1016/j.lindif.2017.10.003
– volume: 36
  start-page: 25
  year: 2011
  ident: B16
  article-title: Students’ emotions during homework in mathematics: testing a theoretical model of antecedents and achievement outcomes.
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2010.10.001
– volume: 98
  start-page: 438
  year: 2006
  ident: B73
  article-title: Predicting homework effort: support for a domain-specific, multilevel homework model.
  publication-title: J. Educ. Psychol.
  doi: 10.1037/0022-0663.98.2.438
– year: 2005
  ident: B47
  publication-title: Investigación Educative [Educational research].
– start-page: 55
  year: 2009
  ident: B82
  article-title: Expectancy-value theory
  publication-title: Handbook of Motivation at School
SSID ssj0000402002
Score 2.4154146
Snippet Currently, the concept of is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and...
Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional,...
Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional,...
SourceID doaj
pubmedcentral
proquest
pubmed
crossref
SourceType Open Website
Open Access Repository
Aggregation Database
Index Database
Enrichment Source
StartPage 941
SubjectTerms attitude
behavioral engagement
homework
intrinsic motivation
perceived utility
Psychology
secondary education
SummonAdditionalLinks – databaseName: Scholars Portal Journals: Open Access
  dbid: M48
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3dS9xAEF_EvvhS-qH1Witb6EuhqTGZ7GYLRbQoWrgi6oFvy2Y_rsKRaBKh93f0H-5MLkav2D71KbDJbpadnZnfJL-dYex9ij6osAIiSHwaQRZcVICDSAGQh7ep8hQojr-L4wl8u8wu749H9wvYPBraUT2pST379PNmvocK_4UiTvS3O-G6mU-JpUWpJxWdYn-CfkmSmo57sN_ZZQqViM6z-beOS76pS-H_GO78kz75wB8dPWNPeyDJ9xeSf85WfPmCrQ32bP6S_ToZDlvx05q-qzdV3fAq8PNFQktONdKJmMUPhsP6_LCc9nyYzxz3ED-rZp76nOAsrkqUKR8PJdE-8lPixaDBdPdjTVqi2865KR807rdESXB-nU2ODi--Hkd9DYbIgkjayHt08i6EgDhSmUyh_xceTaLMpIdgjE9iKW1qUmOlEapQNgvW7dogYxsMmtMNtlpWpd9kPA-ZdSoVIaHko4VEbJfteiWCA4mXYsR27lZf2z5BOdXJmGkMVEheupOXJnnpTl4j9mHocb1IzvGPZw9IoMNzlFa7a6jqqe61VEvrhAGH08kTkLkqrAMv4twmECC2OMi7u-2gUQ3p34opfXXbaERZZMtSASP2arE9hlelxONEoDZicmnjLM1l-U559aNL9S0A8Xkev_4fk3_D1mg56FdYIrbYalvf-reIqNpiu1OU348yJU8
  priority: 102
  providerName: Scholars Portal
Title Individual Precursors of Student Homework Behavioral Engagement: The Role of Intrinsic Motivation, Perceived Homework Utility and Homework Attitude
URI https://www.ncbi.nlm.nih.gov/pubmed/31080431
https://www.proquest.com/docview/2231963364
https://pubmed.ncbi.nlm.nih.gov/PMC6497780
https://doaj.org/article/7cd6a4d7e9824789bcd4e608c24f40c1
Volume 10
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1LT9wwELYqTlwqWiiktMhIXCo12mwysePeAIEAaRFquxI3y_GDIqEE7YbD_o7-4c4kIewiRC9ccnCcZOSZzCP-8g1jBxnGoNIKiCH1WQx5cHEJDmIFQBHeZspToTi5FGdTuLjOr5dafREmrKMH7hZuJK0TBpz0qkhBFqq0DrxICptCgMS2hQ8-b6mYan0wlUUE3aF9SazC1Cjczxc3BOUifkoF45U41NL1v5RjPodKLsWe0w32vk8a-WEn7Af2zlcf2frguxab7O_58GMVv5rRN_R5PZvzOvBfHXklp37oBMLiR8OP-fykuumxLz842gv_Wd95uuYcpbitUH98MrQ_-86vCAODztE93WvaELR2wU21NHjYEPzA-S02PT35fXwW9_0WYgsibWLvMaC7EALmjMrkCmO98Oj-ZC49BGN8mkhpM5MZK41QpbJ5sG5sg0xsMOg6P7G1qq78DuNFyK1TmQgpEY2WEvO4fOyVCA5Qk6KM2Ohx9bXtycipJ8adxqKE9KVbfWnSl271FbFvwxX3HRHHK3OPSKHDPKLQbgfQsHRvWPp_hhWx_Udz0PjK0T6KqXz9MNeYUZHfygREbLszj-FRGWE2MSmLmFwxnBVZVs9Ut39aWm8BmIsXyee3EH6XrdNy0LZXKr6wtWb24L9i9tSUe-2LgscJFP8AqwweCQ
linkProvider Directory of Open Access Journals
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Individual+Precursors+of+Student+Homework+Behavioral+Engagement%3A+The+Role+of+Intrinsic+Motivation%2C+Perceived+Homework+Utility+and+Homework+Attitude&rft.jtitle=Frontiers+in+psychology&rft.au=Natalia+Su%C3%A1rez&rft.au=Bibiana+Regueiro&rft.au=Iris+Est%C3%A9vez&rft.au=Mar%C3%ADa+del+Mar+Ferrad%C3%A1s&rft.date=2019-04-26&rft.pub=Frontiers+Media+S.A&rft.eissn=1664-1078&rft.volume=10&rft_id=info:doi/10.3389%2Ffpsyg.2019.00941&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_7cd6a4d7e9824789bcd4e608c24f40c1
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1664-1078&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1664-1078&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1664-1078&client=summon