Effects of homework motivation and worry anxiety on homework achievement in mathematics and English

被引：13
|
作者：
Hong, Eunsook [1 ]
Mason, Elsa [1 ]
Peng, Yun [1 ]
Lee, Nancy [1 ]
机构：
[1] Univ Nevada, Dept Educ Psychol & Higher Educ, Las Vegas, NV 89154 USA
来源：
EDUCATIONAL RESEARCH AND EVALUATION | 2015年 / 21卷 / 7-8期
关键词：
homework; motivation; worry anxiety; task value; self-efficacy; persistence;
D O I：
10.1080/13803611.2015.1131721
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework self-efficacy, homework worry anxiety, and motivation application. Homework accomplishments were rated by mathematics and English teachers. Homework value had positive effects on homework effort and worry anxiety in both subjects. Homework self-efficacy had positive and negative effects on homework effort and worry, respectively. Homework worry mediated the relation of homework value to effort and to achievement; the relation was more prominent in mathematics than in English homework. The mediating effects of worry anxiety in the relation of self-efficacy to homework effort and to achievement were significant only in mathematics. The domain specificity and direct and mediating effects were discussed in the cultural and educational context.
引用
收藏
页码：491 / 514
页数：24
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