Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach

Jianzhong Xu, Chuang Wang and Jianxia Du
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Jianzhong Xu: Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS 39759, USA
Chuang Wang: Faculty of Education, University of Macau, Macau 999078, China
Jianxia Du: Faculty of Education, University of Macau, Macau 999078, China

Sustainability, 2020, vol. 12, issue 16, 1-16

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.

Keywords: achievement motivation theories; expectancy beliefs; homework expectancy; math; middle school; multilevel analysis (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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