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Abstract
This study validated the Homework Expectancy Value Scale (HEVS) based on 918 middle school students from China. The factor analytic results showed that the HEVS consisted of two distinct yet related subscales: Expectancy and Value. Results further revealed that latent factor means for the HEVS were invariant across gender. Finally, consistent with theoretical expectations, Expectancy and Value were negatively correlated with homework distraction, and positively correlated with homework effort, emotion regulation, completion, and academic achievement.
Keywords expectancy-value theory, homework, math, middle school
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