Abstract
ABSTRACTThe authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences.
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