初中生数学家庭作业质量、控制感与作业情绪对作业努力的影响

The Effects of Perceived Mathematics Homework Quality, Perceived Control and Homework Emotion on Homework Effort for Middle School Students

采用问卷调查法,以463名初中生为被试,探讨了初中生感知到的数学作业质量、控制感和作业情绪影响作业努力的内在作用机制。结果发现:(1)积极数学作业情绪和消极数学作业情绪均在数学作业质量和数学作业努力之间起完全中介作用;(2)数学作业质量可以通过数学控制感分别经积极和消极数学作业情绪的多重中介来预测数学作业努力。研究表明,初中生感知到的数学作业质量、控制感和作业情绪均是其作业努力的重要影响因素。

Homework is an experience that most children encounter early and continue to face throughout their schooling. In most countriesaround the world, homework accounts for a substantial proportion of study time. At the same time, the effectiveness of homework is a topic ofdiscussion. Homework effort mainly includes students＇ compliance, investment, concentration and the number of tasks completed or percentageattempted. It has been proved in previous studies that homework effort has important impact on students＇ academic performance. But, homeworkenvironment is extremely complex, as homework effort will be affected by factors from individual and environmental aspects. Though lots of studieshave been conducted on homework effort, the mechanism of the interactions between influential factors is not clear. Based on the control-valuetheory, expectancy-value theory and self-determination theory, individual factors such as perceived control, homework-related emotion, as wellas environmental factors that may affect homework quality may have important effects on homework effort. Besides, due to the domain-specificacademic emotions/interests of homework effort, it may be more targeted and practical to explore the mechanism of the interactions between influentialfactors from a single subject perspective, that of mathematics. Therefore, in order to investigate the relationship among mathematics homework quality, perceived mathematics control, mathematics homeworkemotion and mathematics homework effort, 463 students from the 7th, 8th and 9th grades of three middle schools in province of Guangdong weremeasured using four questionnaires concerning perceived mathematics homework quality, perceived mathematics control, mathematics homeworkemotion, and mathematics homework effort. The main findings of the study were as following （1） Both positive mathematics homewo;＇k emotion and negative mathematics homeworkemotion had a complete mediating effect on the relationship between perceived mathematics homework quality and mathematics homework effort.（2） Perceived mathematics homework quality had an effect on mathematics homework effort via perceived mathematics control and via the multiplemediator effect of mathematics homework emotion. Perceived quality of mathematics homework selection had a positive or negative effect onmathematics homework effort via perceived mathematics control and via the multiple mediator effect of positive or negative mathematics homeworkemotion. Perceived mathematics homework challenge had a positive or negative effect on mathematics homework effort via perceived mathematicscontrol and via the multiple mediator effect of positive or negative mathematics homework emotion. These results suggested that mathematics homework quality, perceived mathematics control, and mathematics homework emotion had importantinfluences on mathematics homework effort of middle school students. Developing a high mathematics homework quality and mathematics controlwill help middle school students experience more positive mathematics homework emotions, which in turn may improve their mathematics homeworkeffort.