
06645056
j
2016f.00166
Luo, Wenshu
Ng, Pak Tee
Lee, Kerry
Aye, Khin Maung
Selfefficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: a controlvalue theory perspective.
Learn. Individ. Differ. 50, 275282 (2016).
2016
Elsevier, Amsterdam
EN
C20
C40
C30
achievement emotion
selfefficacy
value
parenting practice
homework behavior
doi:10.1016/j.lindif.2016.07.017
Summary: From the controlvalue theory perspective, this study investigated the mediational role of students' math selfefficacy, 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 selfefficacy, value, achievement emotions (enjoyment, pride, boredom, and anxiety), and homework behaviors about 3months later. The results of multiplegroup structural equation modeling largely supported the hypothesized mediation model across gender groups. Math selfefficacy 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 selfefficacy, 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.