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ABSTRACT
The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy value) as well as previous findings pertaining to homework.