This study validated the Homework Expectancy Value Scale (HEVS) based on 918 middle school students from China. The factor analytic results showed that the HEVS consisted of two distinct yet related subscales: Expectancy and Value. Results further revealed that latent factor means for the HEVS were invariant across gender. Finally, consistent with theoretical expectations, Expectancy and Value were negatively correlated with homework distraction, and positively correlated with homework effort, emotion regulation, completion, and academic achievement.
CheungG. W.RensvoldR. B. (2002). Evaluating goodness-of-fit indices for testing measurement invariance. Structural Equation Modeling, 9, 233-255.
2.
CornoL.XuJ. (2004). Doing homework as the job of childhood. Theory Into Practice, 43, 227-233.
3.
EcclesJ. S. (1983). Expectancies, values and academic behaviors. In SpenceJ. T. (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco, CA: Freeman.
4.
EcclesJ. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78-89.
5.
EcclesJ. S.WigfieldA. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
6.
Else-QuestN. M.HydeJ. S.LinnM. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103-127.
7.
JacobsJ. E.LanzaS.OsgoodD. W.EcclesJ. S.WigfieldA. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
8.
LandersM. (2013). Buying in and checking out: Identity development and meaning making in the practice of mathematics homework. Qualitative Research in Education, 2, 130-160.
9.
MeeceJ. L.GlienkeB. B.BurgS. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
10.
TrautweinU.LudtkeO.SchnyderI.NiggliA. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456.
11.
WigfieldA.EcclesJ. S.FredricksJ. A.SimpkinsS.RoeserR. W.SchiefeleU. (2015). Development of achievement motivation and engagement. In LambM. E.LernerR. M. (Eds.), Handbook of child psychology and developmental science, volume 3, socioemotional processes (7th ed., pp. 657-700). Hoboken, NJ: John Wiley.
12.
XuJ.CornoL. (1998). Case studies of families doing third grade homework. Teachers College Record, 100, 402-436.
13.
XuJ.FanX.DuJ. (2016a). Homework Distraction Scale: Confirming the factor structure with middle school students. Journal of Psychoeducational Assessment, 34, 496-500.
14.
XuJ.FanX.DuJ. (2016b). Homework Emotion Regulation Scale: Psychometric properties for middle school students. Journal of Psychoeducational Assessment, 34, 351-361.
15.
YangF.XuJ.TanH.LiangN. (2016). What keeps Chinese students motivated in doing math homework? An empirical investigation. Teachers College Record, 118(8), 1-26.