What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

Abstract

Background As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students’ efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult). Yet, in spite of research showing that homework motivation has a powerful influence on homework performance and academic achievement, there have been few attempts to systematically investigate models of factors that influence homework motivation management. Purpose The current investigation examines empirical models of motivation management for Chinese students in the context of math homework, with models informed by key motivation theories, including self-regulation of motivation, expectancy-value, and volitional control. Research Design The study reported here used cross sectional survey data. Participants The participants were 1,799 high school students from 46 classes in China. Results Results from multilevel analyses indicated that, at the class level, motivation management was positively associated with homework interest, but was negatively associated with teacher feedback. At the student level, motivation management was positively related to managing emotion, managing time, students’ interest in homework, cognitive reappraisal, expectancy belief, and time on sports. Meanwhile, motivation management was negatively associated with value belief and time on TV. Conclusion The current investigation found that some results were in line with key motivation theories and related findings with U.S. students (e.g., managing time, and homework interest at the student level). In addition, it suggests that other results may be influenced by cultural and societal differences (e.g., gender, value belief, and teacher feedback). Consequently, it would be informative to pursue this line of research in cross-cultural settings. With respect to promoting student motivation in the homework process, it would be beneficial to pay more close attention to the role of homework interest, expectancy belief, and student initiatives (e.g., managing time, managing emotion, and cognitive reappraisal).

Student perceptions of teacher feedback quality in homework: Individual and class‐level factors

“…Given our findings that individual characteristics – homework expectancy, homework value, and help seeking – matter in student perceptions of feedback quality, it would be beneficial to attend to these aspects. Teachers may promote homework expectancy belief, by teaching students how to tackle challenging mathematical problems in class before assigning homework, and by reinforcing students' belief in their capabilities to successfully complete mathematics assignments (e.g., positive self‐talk and performance attributions; Yang et al, 2016). Teachers may also promote homework value belief, by helping students to be more mindful of the value of mathematics homework in their academic learning through concrete and illustrative examples (Xu et al, 2017).…”

Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study

“…Consistent with previous research on homework expectancy and value (Trautwein et al, 2006; Yang et al, 2016), the validity of the HEVS was examined with students in Grades 10–11 (Xu, 2017) and students in Grades 7–9 (Yang & Xu, 2018). In both studies, the HEVS does not include a measure of cost as a subscale of value.…”

“…It is also “a unique academic task” that “involves different motivational processes than do school-bound academic activities” (Katz et al, 2009, p. 251). Homework presents significant motivational challenges: (a) it frequently involves tasks that students view as not relevant or unimportant (Xu et al, 2016); (b) it is done with less adult support than other academic tasks (e.g., classwork; Katz et al, 2009); and (c) it often competes with other activities during their leisure time (Katz et al, 2009; Yang et al, 2016).…”