.png){kind=icon}
.png){kind=icon}
Return
Factors influencing secondary students’ mathematics homework effort and academic achievement: A Social Cognitive Theory perspective
.png){kind=icon}
PRE
AI
B
T
L
Y
F
L
DOI：10.1016/j.cedpsych.2026.102456.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
• This study, grounded in social cognitive theory, explores how external environmental factors, students’ self-regulated learning, and emotional factors influence their mathematics homework effort and, in turn, their mathematics achievement. Building on prior findings that homework effort contributes to academic achievement, this research focuses specifically on the subject of mathematics to identify which factors affect students’ mathematics homework effort and achievement, and to clarify the critical role that homework effort plays in this process. • Teacher content support has a direct impact on students’ mathematics homework effort and achievement and can also indirectly enhance their achievement by increasing homework effort. However, the direct effect is more pronounced. In contrast, parental content support does not have a significant direct effect on students’ mathematics achievement but can enhance homework effort, which in turn indirectly contributes to academic success. Therefore, this study emphasizes the importance of distinguishing between parental and teacher content support • High-quality mathematics homework can directly enhance students’ homework effort and mathematics achievement, and homework effort also serves as a significant mediator in this relationship. This study underscores the indispensable value of high-quality mathematics homework in supporting students’ mathematics learning. Students with high mathematics self-efficacy tend to achieve better academic outcomes directly; however, their self-efficacy does not lead to increased homework effort. This may be due to their ability to plan and execute homework tasks more efficiently, rather than simply exerting more effort. Regulation strategies for mathematics homework appear to suppress students’ academic achievement directly, but they can promote greater homework effort and, through this, indirectly improve academic achievement. Thus, it is important to note that even when students perceive themselves as having strong regulation strategies, these must be translated into practical action—diligent homework completion—in order to yield positive effects. Moreover, it is necessary to address students’ procrastination in mathematics homework, as it negatively moderates the beneficial impact of homework effort on academic achievement. • Students with a high level of interest in mathematics are more likely to exert greater effort on their homework, which in turn leads to better academic achievement in mathematics. In contrast, mathematics anxiety suppresses homework effort and subsequently reduces academic performance. The negative impact of anxiety is particularly pronounced. Therefore, this study calls for greater attention to mitigating the influence of negative emotions on students’ completion of mathematics homework.
Keywords:
mathematics homework effort
academic achievement
social cognitive theory
teacher content support
mathematics anxiety
Journal
IF:
3.8
Papers:
1.8K
Citations:
1.0W
Organization
Cited Papers