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Abstract
The goal of the current investigation was to evaluate psychometric properties of the Homework Distraction Scale (HDS) using 796 middle school students. Results from confirmatory factor analyses (CFAs) supported the presence of two distinct yet related subscales for the HDS: Conventional Distraction and Tech-Related Distraction. Results of measurement invariance tests further revealed that factor loadings were invariant across gender groups. Finally, correlation coefficients between the HDS and other external measures (goal orientations, homework behaviors, and homework interest) were consistent with theoretical expectations.
Keywords math, homework, distraction, self-regulation, middle school
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