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

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.