Exploring Homework Motivation in Middle School Students

This study examines the mediating role of expectancy and value between teacher involvement in homework and students’ homework completion, as well as the moderating effect of age on this relationship. The study was conducted with 734 middle school students, with a mean age of 12.46 years. Descriptive statistics revealed that students' homework motivation and homework completion decreased as age increased. The moderated mediation analysis supported the mediating role of expectancy and value in the relationship between teacher involvement in homework and homework completion. Teacher involvement was positively associated with homework completion both directly and indirectly through expectancy and value, with the mediating effect of expectancy being significantly stronger than that of value. Age played a moderating role only between expectancy and teacher involvement in homework. As students aged, the importance of teacher involvement for maintaining motivation increased. These findings highlight the crucial role of expectancy-value perceptions in homework completion.