Abstract
Informed by multiple theoretical frameworks, the present investigation used multilevel models to study a broad spectrum of factors influencing math homework interest, using data from 3018 8th graders from 96 classes in China. Results indicated that 9.7 % of the variance in homework interest was located at the class level. At the student level, homework interest was associated negatively with parent education, and positively with affective attitude, self-concept, monitoring motivation, mastery-approach, homework quality, academic purpose, self-regulatory purpose, family help, and teacher feedback quality. At the class level, homework interest was associated negatively with parent education, and positively with teacher feedback quality and homework quality.
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