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Student-perceived parents’ and teachers’ expectancies and feedback influence homework motivation and effort

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Listed:
  • Yao Wu
  • Katie Gilligan-Lee
  • Terry Ng-Knight
  • Harriet R. Tenenbaum

Abstract

Homework is a multifaceted process that involves a complex interplay of factors. However, the processes underlying homework behavior are not yet fully understood. In Study 1, we tested a model of homework processes by examining the influences and consequences of homework behavior based on 473 Chinese students. In Study 2 with 159 British students, we aimed to verify our homework model. We measured Year 7 to 9 children’s perceptions of parents’ and teachers’ expectancies and teachers’ feedback as well as children’s homework motivation (expectancy and value beliefs), homework effort, academic outcomes, and academic stress in both samples using two waves of data. The findings from structural equation modeling revealed that children’s perceptions of parents’ and teachers’ expectancies and teachers’ feedback are more highly associated with children’s homework motivation than children’s homework effort. Homework effort was not related to children’s academic outcomes and academic stress across both cultures.

Suggested Citation

  • Yao Wu & Katie Gilligan-Lee & Terry Ng-Knight & Harriet R. Tenenbaum, 2024. "Student-perceived parents’ and teachers’ expectancies and feedback influence homework motivation and effort," The Journal of Educational Research, Taylor & Francis Journals, vol. 117(5), pages 267-283, September.
    • Handle: RePEc:taf:vjerxx:v:117:y:2024:i:5:p:267-283
    DOI: 10.1080/00220671.2024.2385405
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