Investigating factors influencing deep and surface approaches to homework: a multilevel analysis

The present study investigated multilevel models posited to predict student approaches to homework. Participants were 1,072 middle school students in China. Results revealed that deep and surface approaches were positively associated with performance-approach. Furthermore, deep approach to homework...

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Bibliographic Details
Published in:European journal of psychology of education 2024-09, Vol.39 (3), p.3091-3113
Main Author: Xu, Jianzhong
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Need
Developmental Stages
Education
Educational Psychology
Feedback
Homework
Intention
Investigations
Investment
Learning
Learning Motivation
Learning Processes
Mathematics
Mathematics Education
Middle School Mathematics
Middle schools
Motivation
Parent Education
Pedagogic Psychology
Prior Learning
Researchers
Self Efficacy
Self Evaluation (Individuals)
Student Motivation
Students
Teachers
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Summary:The present study investigated multilevel models posited to predict student approaches to homework. Participants were 1,072 middle school students in China. Results revealed that deep and surface approaches were positively associated with performance-approach. Furthermore, deep approach to homework was associated negatively with homework cost, yet positively with mastery-approach, homework expectancy, and prior knowledge. Surface approach to homework was associated positively with homework cost and parent education, yet negatively with homework expectancy and mastery-approach. Females were less likely to use surface approach to homework than males. At the class level, surface approach to homework was negatively associated with parent education. Implications for homework practice and future investigation are discussed in terms of these results.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-024-00806-9