Student Interest in Mathematics Homework: Do Peer Interest and Homework Approaches Matter?

Autor/in	Xu, Jianzhong
Titel	Student Interest in Mathematics Homework: Do Peer Interest and Homework Approaches Matter?
Quelle	In: Psychology in the Schools, 60 (2023) 10, S.4011-4028 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Jianzhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22963
Schlagwörter	Foreign Countries; Homework; Student Interests; Middle School Students; Correlation; Feedback (Response); Teaching Methods; Peer Influence; Self Concept; Teaching Styles; Family Influence; Parent Background; Educational Attainment; Mathematics Instruction; China + Suchen Sie Ihr Suchwort? Ausland; Hausaufgabe; Studieninteresse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Lehrstil; Unterrichtsstil; Elternhaus; Bildungsabschluss; Bildungsgut; Mathematics lessons; Mathematikunterricht
Abstract	The current investigation examined models of homework interest according to the data from middle school students in China. Homework interest was positively related to homework favorability, feedback quality, deep approach, monitoring motivation, peer interest, self-concept, teacher control, and family homework help. Additionally, homework interest was negatively associated with the surface approach. At the class level, homework interest was related positively to feedback quality, yet negatively to parent education. Thus, the current study extended prior research on homework, by indicating that student interest in homework was further associated with peer interest and homework approaches. Implications for further investigation and practice are discussed based on these findings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01