Homework Goal Orientation, Interest, and Achievement: A Cross-Lagged Panel Study

• In Event: Achievement Goals

Abstract

Informed by achievement goal theory and interest theory, the present study uses reciprocal models to study longitudinal relationships among homework goal orientation, interest, and math achievement. Participants were 1,450 Chinese students in grade 8. Results found reciprocal influences of mastery-approach and math achievement. Additionally, prior mastery-approach had a positive effect on subsequent performance-approach. Furthermore, prior interest had a positive effect on subsequent mastery-approach. Meanwhile, prior performance-approach negatively influenced subsequent achievement. Taken together, the present study points to the complex interplay among mastery-approach, performance-approach, homework interest, and math achievement over time. These findings hold important practical implications (e.g., to promote mastery-approach and math achievement simultaneously, and to help students to focus on developing competencies through math homework).

Authors

• Jianzhong Xu, Mississippi State University

• Ruiping Yuan, Mississippi State University

• Linda T. Coats, Mississippi State University

• Jianxia Du, University of Macau

• Chuang Wang, University of Macau