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<p>This study aims to explore longitudinal associations among homework expectancy, mastery-approach, homework effort, and mathematics achievement involving middle school students over one school year. Results indicated that there was support for a positive reciprocal influence of mastery-approach and effort; greater initial mastery-approach resulted in greater later effort, and higher initial effort resulted in higher later mastery-approach. Results further indicated that higher initial mastery-approach led to higher later expectancy and achievement. Furthermore, the latent expectancy × mastery-approach interaction showed a significant effect on subsequent achievement; mastery-approach exerted a more positive effect on subsequent achievement when aligned with higher expectancy.</p>

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Longitudinal relations among expectancy, mastery-approach, effort, and achievement

  • 期刊论文

  • 发表日期：

    2025年6月8日

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  • Jianzhong Xu

摘要

This study aims to explore longitudinal associations among homework expectancy, mastery-approach, homework effort, and mathematics achievement involving middle school students over one school year. Results indicated that there was support for a positive reciprocal influence of mastery-approach and effort; greater initial mastery-approach resulted in greater later effort, and higher initial effort resulted in higher later mastery-approach. Results further indicated that higher initial mastery-approach led to higher later expectancy and achievement. Furthermore, the latent expectancy × mastery-approach interaction showed a significant effect on subsequent achievement; mastery-approach exerted a more positive effect on subsequent achievement when aligned with higher expectancy.