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.