Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16355
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dc.contributor.authorLuo, Serena Wenshu-
dc.contributor.authorLee, Kerry-
dc.contributor.authorOng, Joanne-
dc.contributor.authorWong, Hwei Ming-
dc.contributor.authorFoo, Seau Fah-
dc.date.accessioned2015-01-06T03:39:26Z-
dc.date.available2015-01-06T03:39:26Z-
dc.date.issued2014-05-
dc.identifier.citationLuo, S. W., Lee, K., Ong, J., Wong, H. M., & Foo, S. F. (2014, May). Implicit theories of ability, homework behavior, and achievement. Paper presented at the 40th Annual Conference of the International Association of Educational Assessment (IAEA), Singapore. Retrieved from http://www.iaea.info/conferences.aspxen
dc.identifier.urihttp://hdl.handle.net/10497/16355-
dc.descriptionThis paper was presented at the 40th Annual Conference of the International Association of Educational Assessment (IAEA) held in Singapore from 25 – 30 May 2014-
dc.description.abstractThis 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.en
dc.language.isoenen
dc.subjectImplicit theoriesen
dc.subjectHomework behavioren
dc.subjectAchievementen
dc.titleImplicit theories of ability, homework behavior, and achievementen
dc.typeConference Paperen
Appears in Collections:Conference Papers
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