Student perceptions of homework feedback quality: Do homework purpose, effort, and management matter?

Jianzhong Xu; Süleyman Avcı; Mustafa Özgenel; José Carlos Núñez Pérez

doi:10.21071/pse.v18i1.18230

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Published: Jan 31, 2026

DOI: https://doi.org/10.21071/pse.v18i1.18230

Keywords:

Feedback quality, Homework, Goals, Effort, Task management, Autonomy support

Jianzhong Xu

Mississippi State University, Mississippi State (USA)

https://orcid.org/0000-0002-0269-4590

Süleyman Avcı

Marmara University, Istanbul (Türkiye)

https://orcid.org/0000-0003-3185-3914

Mustafa Özgenel

Mississippi State University, Mississippi State (USA); Istanbul Sabahattin Zaim University, Istanbul (Türkiye)

https://orcid.org/0000-0002-7276-4865

José Carlos Núñez Pérez

Universidad de Oviedo, Oviedo (Spain)

https://orcid.org/0000-0002-9187-1201

Abstract

This study examined multilevel models of student perceptions of homework feedback quality among 1,426 students in Grades 5 to 8 from 74 classes in Türkiye. The models drew on major constructs from self-determination, expectancy-value, self-regulation, and growth mindset theories. At the student level, perceived feedback quality showed positive associations with teacher autonomy support, homework quality, academic purpose, homework effort, and homework management. At the class level, it was positively linked to autonomy support and homework quality. Notably, this study extended previous research by revealing that perceived feedback quality was positively associated with academic purpose, homework effort, and homework management after accounting for other theoretically relevant variables in multilevel models. The implications for future research and practices are discussed.

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How to Cite

Xu, J., Avcı, S., Özgenel, M., & Núñez Pérez, J. C. (2026). Student perceptions of homework feedback quality: Do homework purpose, effort, and management matter?. Psychology, Society & Education, 18(1), 1–10. https://doi.org/10.21071/pse.v18i1.18230

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Vol. 18 No. 1 (2026)

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Special Issue vol18 n1 (2026)

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Author Biographies

Jianzhong Xu, Mississippi State University, Mississippi State (USA)

Jianzhong Xu is a professor at Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations, Mississippi State University. His research focuses on teaching and self-regulated learning in school, home, and online contexts, as well as in home-school relationships and family partnerships across different backgrounds and countries.

Süleyman Avcı, Marmara University, Istanbul (Türkiye)

Süleyman Avcı, is a professor at the Department of Curriculum and Instruction, Marmara University. His research centers on curriculum development, innovative teaching approaches, and teacher education, with a particular focus on individual differences, homework processes, student motivation, and parental involvement in educational settings.

Mustafa Özgenel, Mississippi State University, Mississippi State (USA); Istanbul Sabahattin Zaim University, Istanbul (Türkiye)

Mustafa Özgenel is an associate professor at the Faculty of Education, Istanbul Zaim University. His research interests include educational administration, school leadership, and teacher professionalism, with special emphasis on instructional leadership, organizational behavior in schools, and the relationship between leadership practices and student outcomes.

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