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Abstract This study examines the longitudinal relationships between parental and teacher autonomy support, homework effort and completion, and academic achievement within the framework of self-determination theory. Data were collected from 1,092 seventh grade students in a metropolitan area in northwestern Turkey at two measurement times. The data were analyzed using cross-lagged panel modeling. The findings indicated that parental and teacher autonomy support significantly predicted students’ homework effort over time. While homework effort and completion positively predicted academic achievement, the effect of autonomy support on achievement was indirect. Additionally, students’ homework behaviors partially shaped their perceptions of parental and teacher autonomy support over time. These results suggest that autonomy-supportive practices in the homework context are critical for process-oriented learning outcomes.
Özdemir et al. (Thu,) studied this question.