Self-Regulation of Homework Behavior: Chinese Students' Management in Mathematics Homework

• In Event: 44.079 - Factors Impacting Students' Self-Regulated Learning and Motivation

Abstract

The current investigation examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 8th grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students’ management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students’ management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy-value) as well as previous findings pertaining to homework.

Authors

• Jianzhong Xu, Mississippi State University

• Jianxia Du, University of Macau

• Xitao Fan, The Chinese University of Hong Kong (Shenzhen)

• Ruiping Yuan, Mississippi State University