Modeling Students' Interest in Mathematics Homework

Autor/inn/en	Xu, Jianzhong; Yuan, Ruiping; Xu, Brian; Xu, Melinda
Titel	Modeling Students' Interest in Mathematics Homework
Quelle	In: Journal of Educational Research, 109 (2016) 2, S.148-158 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.928252
Schlagwörter	Student Interests; Homework; Mathematics Instruction; Predictor Variables; Student Attitudes; Cultural Differences; Cross Cultural Studies; Foreign Countries; Grade 10; Self Concept; Grade 11; Likert Scales; Educational Attainment; Parent Background; Family Involvement; Feedback (Response); Teacher Role; Peer Influence; Student Surveys; Statistical Analysis; Factor Analysis; Gender Differences; Age Differences; China; United States + Suchen Sie Ihr Suchwort? Studieninteresse; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Prädiktor; Schülerverhalten; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Ausland; Selbstkonzept; School year 11; 11. Schuljahr; Schuljahr 11; Likert-Skala; Bildungsabschluss; Bildungsgut; Elternhaus; Lehrerrolle; Schülerbefragung; Statistische Analyse; Faktorenanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; USA
Abstract	The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01