Homework Expectancy Value Scale for Middle School Students: Measurement Invariance and Latent Mean Differences

• In Event: Poster Session 17
  In Poster Session: Students' Engagement and Motivation

Abstract

The goal of the present study is to validate the Homework Expectancy Value Scale (HEVS) based on 918 middle school students (average age = 14.03 ± .81). The factor analytic results showed that the HEVS consisted of two distinct yet related subscales: Expectancy and Value. Results further revealed that latent factor means for the HEVS were invariant across gender. Finally, consistent with theoretical expectations, Expectancy and Value were negatively correlated with homework distraction, and positively correlated with homework effort, emotion regulation, completion, and academic achievement. Taken together, our present study extends previous literature on expectancy-value theory, by suggesting that Expectancy and Value as two theoretically distinct constructs can be empirically distinguishable concerning middle school math homework.

Authors

• Jianzhong Xu, Mississippi State University

• Fuyi Yang, East China Normal University

• Ruiping Yuan, Mississippi State University