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<p>This study aims to identify homework profiles by integrating major constructs from achievement goal, expectancy-value, and self-regulation theories. Involving 1,256 middle school students, latent profile analysis (LPA) classified six latent profiles: <i>Very Low in Mastery-Approach and Self-Regulation</i> (6.5%), <i>Low Motivation and Self-Regulation</i> (16.3%), <i>Low Value-Confidence</i>,<i> High Cost</i> (16.1%), <i>Moderate Motivation and Self-Regulation</i> (24.3%), <i>High Motivation and Self-Regulation</i> (23.9%), and <i>Very Low Cost</i>,<i> Very High Self-Regulation</i> (12.9%). Gender influenced profile membership; boys had a higher probability than girls to belong to in the <i>Very Low in Mastery-Approach and Self-Regulation</i> (Profile 1) and <i>Low Motivation and Self-Regulation</i> (Profile 2). Profile membership explained differences in homework effort, procrastination, completion, and achievement after accounting for prior achievement and parental education. Students in the <i>Very Low Cost</i>,<i> Very High Self-Regulation</i> exerted the greatest effort, procrastinated the least, completed the most assignments, and scored the highest in mathematics. Implications for promoting homework motivation and self-regulation are explored in relation to these findings.</p>

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Integrating achievement goal, expectancy-value, and self-regulation theories: latent profiles and relations with homework behavior and achievement

  • 期刊论文

  • 发表日期：

    2025年12月1日

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  • Jianzhong Xu

摘要

This study aims to identify homework profiles by integrating major constructs from achievement goal, expectancy-value, and self-regulation theories. Involving 1,256 middle school students, latent profile analysis (LPA) classified six latent profiles: Very Low in Mastery-Approach and Self-Regulation (6.5%), Low Motivation and Self-Regulation (16.3%), Low Value-Confidence, High Cost (16.1%), Moderate Motivation and Self-Regulation (24.3%), High Motivation and Self-Regulation (23.9%), and Very Low Cost, Very High Self-Regulation (12.9%). Gender influenced profile membership; boys had a higher probability than girls to belong to in the Very Low in Mastery-Approach and Self-Regulation (Profile 1) and Low Motivation and Self-Regulation (Profile 2). Profile membership explained differences in homework effort, procrastination, completion, and achievement after accounting for prior achievement and parental education. Students in the Very Low Cost, Very High Self-Regulation exerted the greatest effort, procrastinated the least, completed the most assignments, and scored the highest in mathematics. Implications for promoting homework motivation and self-regulation are explored in relation to these findings.