Revalidation of the homework distraction scale and multilevel antecedents

•This study examined middle school students’ homework distraction (HD).•Tech-related distraction and conventional distraction were indistinguishable.•HD was negatively related to homework expectancy and effort at the student level.•HD was negatively related to feedback quality and parent education a...

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Bibliographic Details
Published in:International journal of educational research 2024, Vol.128, p.102479, Article 102479
Main Author: Xu, Jianzhong
Format: Article
Language:English
Subjects:
Attentional processes
Distraction
Expectancy-value theory
Homework
Middle school mathematics
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Summary:•This study examined middle school students’ homework distraction (HD).•Tech-related distraction and conventional distraction were indistinguishable.•HD was negatively related to homework expectancy and effort at the student level.•HD was negatively related to feedback quality and parent education at the class level. The current investigation examined students’ distractions in mathematics homework. Involving 1,072 middle school students, we performed confirmatory factor analysis (CFA) based on items regarding tech-related and conventional distractions. CFA results revealed that tech-related and conventional distractions could not be separated into distinct factors, and that the latent factor mean was invariant across grade level and gender. Multilevel analysis examined the predictive effects of student- and class-level variables on homework distraction. On an individual level, homework distraction showed positive correlations with time on videogame and extracurricular activities, while exhibiting negative associations with homework expectancy, value, favorability, environment, and effort. On the class level, homework distraction was inversely associated with feedback quality and parent education. The implications of these results for homework-related practices and further investigation are discussed.
ISSN:0883-0355
DOI:10.1016/j.ijer.2024.102479