{"title":"Revalidation of the homework distraction scale and multilevel antecedents","authors":"Jianzhong Xu","doi":"10.1016/j.ijer.2024.102479","DOIUrl":null,"url":null,"abstract":"<div><div>The current investigation examined students’ distractions in mathematics homework. Involving 1,072 middle school students, we performed confirmatory factor analysis (CFA) based on items regarding tech-related and conventional distractions. CFA results revealed that tech-related and conventional distractions could not be separated into distinct factors, and that the latent factor mean was invariant across grade level and gender. Multilevel analysis examined the predictive effects of student- and class-level variables on homework distraction. On an individual level, homework distraction showed positive correlations with time on videogame and extracurricular activities, while exhibiting negative associations with homework expectancy, value, favorability, environment, and effort. On the class level, homework distraction was inversely associated with feedback quality and parent education. The implications of these results for homework-related practices and further investigation are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102479"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524001642","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The current investigation examined students’ distractions in mathematics homework. Involving 1,072 middle school students, we performed confirmatory factor analysis (CFA) based on items regarding tech-related and conventional distractions. CFA results revealed that tech-related and conventional distractions could not be separated into distinct factors, and that the latent factor mean was invariant across grade level and gender. Multilevel analysis examined the predictive effects of student- and class-level variables on homework distraction. On an individual level, homework distraction showed positive correlations with time on videogame and extracurricular activities, while exhibiting negative associations with homework expectancy, value, favorability, environment, and effort. On the class level, homework distraction was inversely associated with feedback quality and parent education. The implications of these results for homework-related practices and further investigation are discussed.
期刊介绍：
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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