Abstract
The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.
Highlights
According to the expectancy-value theory of academic motivation [1,2], expectancy—relating to the question “Can I do this task?”—is one of the most important motivation constructs that influence achievement-related outcomes such as academic achievement
Guided by expectancy and value theory [1,2], Trautwein et al.’s homework model [21], and previous related studies [19,20], the present study investigated multilevel models of homework expectancy that take into consideration five clusters of variables—demographic, homework, teacher, parent, and other motivation variables
The finding that math homework expectancy was positively associated with prior math knowledge is congruent with previous studies [19,20]
Summary
According to the expectancy-value theory of academic motivation [1,2], expectancy—relating to the question “Can I do this task?”—is one of the most important motivation constructs that influence achievement-related outcomes such as academic achievement. One comprehensive homework model [6] has conceptualized homework expectancy as influenced by four clusters of variables (demographic, homework, teacher, and parent variables). Several important variables that may influence homework expectancy are not explicitly included in Trautwein et al.’s model, such as homework interest, autonomy support, and goal orientations The current investigation attempts to bridge these gaps by examining models of math homework expectancy for middle school students. There is a critical need to focus on middle school students, as math expectancy steadily declines across early adolescent years [9,10,11]
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