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Investigates the links between homework anxiety and effort in junior high school students, highlighting motivational mediation and growth mindset effects.
Homework is a crucial component of educational processes, with students' homework effort being closely related to their academic learning and development. This study investigated the complex relationships among mathematics homework anxiety, homework motivation (conceptualized as homework expectancy and homework value), homework effort, and growth mindset in junior high school students. Latent moderated structural equation modeling (LMS) was conducted using 575 valid responses from seventh-graders in China to examine the mediating roles of homework expectancy and homework value and the moderating role of growth mindset. The results showed that homework anxiety was significantly and negatively associated with homework effort, and that homework expectancy and homework value mediated this relationship. Crucially, growth mindset moderated these pathways. The negative associations of homework anxiety with homework expectancy and homework value were weaker among students with higher levels of growth mindset. Furthermore, the total indirect association between homework anxiety and homework effort through homework expectancy and homework value also varied across levels of growth mindset. However, growth mindset did not buffer the direct assciation between homework anxiety and homework effort. These findings highlight homework expectancy and homework value as motivational pathways linking homework anxiety to homework effort and suggest that growth mindset may help students maintain motivational beliefs when experiencing mathematics homework anxiety.
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Ma et al. (2026) studied this question.
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