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 3 months 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. Copyright © 2016 Elsevier Inc. All rights reserved.
CitationLuo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. Learning and Individual Differences, 50, 275-282. doi: 10.1016/j.lindif.2016.07.017
- Achievement emotion
- Parenting practice
- Homework behavior