The Relation Among Perceived Mathematics Homework Quality, Perceived Mathematics Control And Mathematics Homework Effort For Middle School Students:the Role Of Mathematics Homework Emotion

For a long time, homework as an important task of elementary and middle school students which must complete every day in most countries of the world, occupied them quite a proportion of the learning time. Research suggests that homework has an important influence on students’academic performance. But, surprisingly, less psychology or empirical studies give homework tasks and its influencing factors enough attention.Therefore, In order to investigate the relationship among mathematics homework quality, perceived mathematics control, mathematics homework emotion and mathematics homework effort, a questionnaire survey was administered to463middle school students in the domain of mathematics.The first study mainly discusses the characteristics of mathematics homework emotion and mathematics homework effort in different gender and grade of middle school students.The second study mainly discusses the relationship among mathematics homework quality, perceived mathematics control, mathematics homework emotion and mathematics homework effort.The main conclusions of this study are as follows:(1) There are significant gender differences in negative mathematics homework emotion in the first and third grade. In the first grade, the girls’score is significantly higher than boys’, and in the third grade, girls’score is significantly lower than boys’.(2) There is a significant gender difference in mathematics homework effort in grade three. Compared to boys, girls report higher mathematics homework effort.(3) Positive mathematics homework emotion and negative mathematics homework emotion both have a complete mediating effect on the relationship between perceived quality of mathematics homework task selection and mathematics homework effort. Positive mathematics homework emotion and negative mathematics homework emotion both have a complete mediating effect on the relationship between perceived mathematics homework challenge and mathematics homework effort.(4) Positive mathematics homework emotion and negative mathematics homework emotion both have a complete mediating effect on the relationship between perceived mathematics control and mathematics homework effort.