Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16355
Title: 
Implicit theories of ability, homework behavior, and achievement
Authors: 
Keywords: 
Implicit theories
Homework behavior
Achievement
Issue Date: 
May-2014
Citation: 
Paper presented at the 40th Annual Conference of the International Association of Educational Assessment (IAEA) on “Assessment Innovations for the 21st Century”, Singapore, 25 – 30 May 2014
Abstract: 
This study investigated how student implicit theories of math ability relate to their
homework behavior and the mediational role of homework behavior in the relationship between
implicit theories and math achievement. A large sample of Singapore secondary students took
measures of entity (i.e., ability is fixed) and incremental (i.e., ability is modifiable through effort)
theories of math ability as well as homework effort and distraction during the second term of a
school year. They then took a math assessment about 3-5 months later. We did structural
equation modeling and found that homework behavior partially mediated the relationships
between implicit theories and math achievement. After controlling for gender and previous math
achievement, an entity theory of math ability was positively associated with homework
distraction, while an incremental theory of math ability was positively associated with homework
effort and negatively with homework distraction. Homework effort in turn positively and
homework distraction negatively predicted math achievement. An entity theory of math ability
predicted negatively math achievement both directly and indirectly through homework
distraction. In contrast, an incremental theory of math ability predicted positively math
achievement through the mediation of homework effort and distraction. The findings and
implications for homework practices are discussed in the academic context of Singapore.
URI: 
Appears in Collections:Conference Papers

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