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Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach

Author

Listed:
  • Jianzhong Xu

    (Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS 39759, USA
    Faculty of Education, University of Macau, Macau 999078, China)

  • Chuang Wang

    (Faculty of Education, University of Macau, Macau 999078, China)

  • Jianxia Du

    (Faculty of Education, University of Macau, Macau 999078, China)

Abstract

The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.

Suggested Citation

  • Jianzhong Xu & Chuang Wang & Jianxia Du, 2020. "Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach," Sustainability, MDPI, vol. 12(16), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6586-:d:398965
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    References listed on IDEAS

    as
    1. Jianzhong Xu & Hongyun Wu, 2013. "Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(1), pages 1-13, January.
    2. Sandra Moroni & Hanna Dumont & Ulrich Trautwein & Alois Niggli & Franz Baeriswyl, 2015. "The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(5), pages 417-431, August.
    3. Jos� Carlos Nú�ez & Natalia Su�rez & Pedro Ros�rio & Guillermo Vallejo & Rebeca Cerezo & Ant�nio Valle, 2015. "Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(3), pages 204-216, April.
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