Validation of Homework Approach Scale for Middle School Students (Poster 50)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

We validated the Homework Approach Scale (HAS) involving 1,072 Chinese students in Grades 7-8. Factorial results indicated that the HAS consisted of two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were further examined across gender and grade level. Males scored significantly lower in Deep Approach, yet higher in Surface Approach. On the other hand, there were no significant differences in Deep Approach and Surface Approach across grade level. Consistent with theoretical predictions, homework completion and mathematics achievement was associated positively with Deep Approach and negatively with Surface Approach. Our study provides strong evidence that the HAS is a valid and reliable instrument for assessing students’ approaches to homework.

Authors

• Jianzhong Xu, Mississippi State University

• Ruiping Yuan, Mississippi State University

• Chuang Wang, University of North Carolina - Charlotte

• Fuyi Yang, East China Normal University

• Daina Zhu, Mississippi State University