The mediating role of science intrinsic motivation: effects of homework on science achievement in Western and Asian regions

ABSTRACT

This study investigated cross-cultural differences in the relationships between science intrinsic motivation, teacher-perceived and student-perceived homework practices, and science achievement in Asian (Chinese Taipei, Japan, South Korean, and Singapore) and Western (Australia, US, England, and Ireland) top-performing regions according to ranking of science achievement in TIMSS. Multilevel confirmatory factor analysis and multilevel structural equation modelling were conducted using data from 45,448 eighth graders in the 2019 TIMSS study. In Western regions, the teacher control of homework was significantly negatively associated with whole-class science achievement and positively associated with whole-class intrinsic motivation. A higher student-perceived frequency of homework is negatively related to their individual intrinsic motivation and science achievement. However, in Asian regions, teacher-perceived frequency and time spent on homework positively predicted the whole-class intrinsic motivation and science achievement, while in contrast, a higher student-perceived frequency of homework was positively associated with their individual intrinsic motivation and a longer time spent on homework was negatively associated with their intrinsic motivation. Intrinsic motivation in science plays a significant mediating role between students’ and teachers’ homework practices and science achievement at individual and whole-class levels in Asian top performers. There, we discuss at the end that the cultural contexts might influence how teachers and students can use homework best to promote science intrinsic motivation and hence their science achievement.

KEYWORDS:

• Homework
• intrinsic motivation
• science achievement

Acknowledgements

The authors would like to acknowledge the source of TIMSS 2019 in accordance with the IEA policy as follows. SOURCE: IEA’s Trends in International Mathematics and Science Study – TIMSS 2019 Copyright © 2020 International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education and Human Development, Boston College. The authors have sought permission to reproduce some items regarding the context of the background questionnaire of TIMSS 2019, with the approval number IEA-23-059.

Disclosure statement

No potential conflict of interest was reported by the author(s).