| 其他摘要 | Homework is an indispensable part of primary school students' daily life after class, and it is also a widely used teaching method. Scholars at home and abroad conducted a lot of research on the form, content, and influence of homework. Especially, the relationship between homework and academic performance attracted the attention of many researchers. However, most research between homework and academic performance still lack the exploration of its process mechanism. This study compiled a parental homework response questionnaire, and studied the homework of primary school students’ homework from the perspectives of academic efficacy and homework effort. The impact of response on children’s academic performance, the intermediary effect of academic efficacy and homework effort between parents’ homework response and children’s academic performance and the moderating role of gender were discussed. In this study, 750 primary school students were selected. The questionnaires were collected from students in grades 3-5 from 4 primary schools in Yungang City, Jiangsu Province, Wenzhou City, Zhejiang Province, Huizhou City, Guangdong Province, and Shenzhen City, Guangdong Province. The proportions of male and female students were 49.7% and 50% respectively, and two of them did not fill in their gender; there were 293 students in the third grade, accounting for 39.1% of the sample population, 145 students in the fourth grade, accounting for 19.3% of the sample population, 306 students in the fifth grade, accounting for 40.8% of the sample population, and 6 students did not fill in grade information. The class was taken as the unit, and the students were surveyed by using the questionnaire of parents' homework response, the scale of academic efficacy and the questionnaire of homework effort.The relevant data obtained from the statistical analysis and survey were carried out by SPSS software. The research results and conclusions of this paper were as follows: (1) Parents' homework response, academic efficacy, homework effort, and academic performance were significantly correlated. (2) The dimension of punishment response in parents' homework response significantly predicted academic performance, while the two dimensions of verbal guidance and reward response in parent's homework response can not significantly predict academic performance. (3) Parents' homework response can indirectly affect academic performance through three paths: the mediating role of academic efficacy, the mediating role of homework effort, the chain mediation of academic efficacy and homework effort. (4) Gender played a moderating role among parents' homework response, academic efficacy, homework effort and academic performance. |
修改评论