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

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-02-19 DOI:10.1007/s10212-024-00806-9

Jianzhong Xu

引用次数: 0

Abstract

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.

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调查影响深层和表层家庭作业方法的因素：多层次分析

本研究调查了预测学生家庭作业方法的多层次模型。研究对象是中国的 1072 名中学生。结果显示，深层和表层方法与成绩方法呈正相关。此外，深层作业方法与作业成本呈负相关，而与掌握方法、作业期望和先前知识呈正相关。表面作业法与作业成本和家长教育程度呈正相关，但与作业期望值和掌握方法呈负相关。女性比男性更少使用表面作业法。在班级层面，表面作业法与家长教育呈负相关。根据这些结果讨论了家庭作业实践和未来调查的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.