初中生数学家庭作业质量、控制感与作业情绪对作业努力的影响

采用问卷调查法，以 463 名初中生为被试，探讨了初中生感知到的数学家庭作业质量、控制感和家庭作业情绪影响家庭作业努力的内在作用机制。结果发现：(1)积极数学家庭作业情绪和消极数学家庭作业情绪均在数学家庭作业质量和数学家庭作业努力之间起完全中介作用；(2)数学家庭作业质量可以通过数学控制感分别经积极和消极数学家庭作业情绪的多重中介来预测数学家庭作业努力。研究表明，初中生感知到的数学家庭作业质量、控制感和家庭作业情绪均是其家庭作业努力的重要影响因素。

The Influence of Perceived Mathematics Homework Quality,Perceived Control and Homework Emotion on Homework Effort for Middle School Students

Homework effort mainly includes students' compliance, investment, concentration and the number of tasks completed or percentage attempted. It has been proved in the researches that homework effort has an important influence on students' academic performance. But, homework environment is extremely comple x, for homework effort will be affected by factors from individual and environmental aspects. Though lots of studies have been done about homework effort, the mechanism of interactions between influential factors is not clear. Based on the control–value theory, expectancy–value theory, self–determination theory et al, individual factors such as gender, perceived control, homework emotion, as well as environmental factors such as homework quality may have important effects on homework effort. Besides, due to the domain–specificity of academic emotions and homework effort, it may be more targeted and practical to study the mechanism of interactions between influential factors from the single discipline perspective.Therefore, in order to investigate the relationship among mathematics homework quality, perceived mathematics control, mathematics homework emotion and mathematics homework effort, participants including 463 students from 7th, 8th and 9th grade of three schools in Guangdong were selected. The students were asked to fill several questionnaires concerning perceived mathematics homework quality, perceived mathematics control, mathematics homework emotion, and mathematics homework effort.The main findings of this study were as follows: (1) Both positive mathematics homework emotion and negative mathematics homework emotion had a complete mediating effect on the relationship between perceived mathematics homework quality and mathematics homework effort. (2) Perceived mathematics homework quality had an effect on mathematics homework effort by perceived mathematics control and by that via the multiple mediator effect of mathematics homework emotion. Perceived quality of mathematics homework selection had positive effect on mathematics homework effort by perceived mathematics control and by that via the multiple mediator effect of positive mathematics homework emotion and negative mathematics homework emotion.Perceived mathematics homework challenge had negative effect on mathematics homework effort by perceived mathematics control and by that via the multiple mediator effect of positive mathematics homework emotion and negative mathematics homework emotion. These results suggested that mathematics homework quality, perceived mathematics control, mathematics homework emotion had an important influence on mathematics homework effort of middle school students. Developing a high mathematics homework quality and mathematics control help middle school students experience more positive mathematics homework emotions, which in turn may improve their mathematics homework effort.