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

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. • Positive reciprocal effects were found between autonomy support and time management. • Higher prior autonomy support led to higher later achievement. • higher prior time management led to higher later homework completion and achievement.