Abstract
Abstract The aim of the present investigation is to validate the Teacher Homework Involvement Scale (THIS) based on the data from 918 secondary school students. Using a randomized split of the sample, we performed exploratory factor analysis (EFA) on Group 1 (n = 459) and confirmatory factor analysis (CFA) on Group 2 (n = 459). The results indicated that the THIS consisted of three distinct yet related subscales: Homework Quality, Feedback Quality, and Autonomy Support. In addition, the present investigation found an adequate level of factor loading invariance across gender. Results further revealed that, in line with theoretical expectations, the THIS were positively related to motivational belief (value belief and expectancy belief), homework behavior (effort, management, and completion), and math achievement.
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