What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

• In Event: Relations Between Motivation and Anxiety Beliefs on Mathematical Achievement

Abstract

The current investigation examined empirical models of regulating homework motivation for Chinese high school students. Results from multilevel analyses indicated that, at the class level, regulation of homework motivation was positively associated with homework interest, but was negatively associated with teacher feedback. At the individual level, regulation of homework motivation was positively related to managing emotion, managing time, homework interest, cognitive reappraisal, expectancy belief, and time spent on sports. Meanwhile, regulation of homework motivation was negatively related to value belief and time spent on TV. Possible explanations for and implications of these results were discussed in the context of theoretical frameworks and cultural influences.

Authors

• Ruiping Yuan, Mississippi State University

• Jianzhong Xu, Mississippi State University

• Fuyi Yang, East China Normal University

• Judy Randi, University of New Haven

• Weiya Wang, Qilu Normal University

• Wei Wang, Qilu Normal University

• Yan Sun, Qilu Normal University