id: 06645056
dt: j
an: 2016f.00166
au: Luo, Wenshu; Ng, Pak Tee; Lee, Kerry; Aye, Khin Maung
ti: Self-efficacy, value, and achievement emotions as mediators between
parenting practice and homework behavior: a control-value theory
perspective.
so: Learn. Individ. Differ. 50, 275-282 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C20 C40 C30
ut: achievement emotion; self-efficacy; value; parenting practice; homework
behavior
ci:
li: doi:10.1016/j.lindif.2016.07.017
ab: Summary: From the control-value theory perspective, this study investigated
the mediational role of studentsâ€™ 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.
rv: