@article {MATHEDUC.06645056,
author = {Luo, Wenshu and Ng, Pak Tee and Lee, Kerry and Aye, Khin Maung},
title = {Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: a control-value theory perspective.},
year = {2016},
journal = {Learning and Individual Differences},
volume = {50},
issn = {1041-6080},
pages = {275-282},
publisher = {Elsevier, Amsterdam},
doi = {10.1016/j.lindif.2016.07.017},
abstract = {Summary: From the control-value theory perspective, this study investigated the mediational role of students' math self-efficacy, value, and achievement emotions between parenting practices and homework behaviors. A large sample of 2648 Singapore Secondary 2 students first took measures of parental expectancy and involvement, and then measures of math self-efficacy, value, achievement emotions (enjoyment, pride, boredom, and anxiety), and homework behaviors about 3months later. The results of multiple-group structural equation modeling largely supported the hypothesized mediation model across gender groups. Math self-efficacy was associated with math enjoyment and pride positively, and math boredom and anxiety negatively; math value was associated with math enjoyment and anxiety positively, and math boredom negatively. The four emotions in turn showed distinct relations to homework behaviors. Partly through math self-efficacy, value, and achievement emotions, both parental expectancy and involvement predicted homework effort positively and homework distraction negatively. Theoretical and practical implications of the findings are discussed.},
msc2010 = {C20xx (C40xx C30xx)},
identifier = {2016f.00166},
}