The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.

This investigation assessed the psychometric properties of the Homework Approach Scale (HAS) using 1,072 students in Grades 7 and 8. Having randomly divided the sample ( n = 1,072) into two subsamples, we conducted exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. Factorial results indicated that the HAS contained two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were tested across gender and grade levels. Males scored significantly lower in Deep Approach yet higher in the Surface Approach. There were nonsignificant differences in Deep Approach and Surface Approach across the grade level. Congruent with theoretical predictions, homework completion and mathematics achievement were related positively to Deep Approach and negatively to Surface Approach. This investigation offers robust evidence that the HAS is a valid measure for assessing students’ approaches to homework.

Self-control is essential for individual health and well-being. The relationship between mindfulness and self-control has recently become a central focus of research. However, the dynamics of this relationship in deaf and hearing individuals remain underexplored. This study, based on the Cognitive Behavioral Theory, developed a moderated mediation model to examine the mediating role of inner peace and the moderating role of group type in the mindfulness-self-control relationship. Using a cross-sectional survey design, this study used a sample of 121 deaf and 142 hearing college students. A moderated mediation analysis was conducted based on participants’ responses to the Mindfulness Attention Awareness Scale, Peace of Mind Scale, and Belief Self-Control Scale. The findings indicate a significant positive correlation between mindfulness and self-control across both groups. Inner peace partially mediates the mindfulness-self-control relationship for both groups. However, group type moderates the mindfulness-inner peace-self-control pathway. Specifically, in hearing individuals, mindfulness bolsters self-control by enhancing inner peace, whereas in deaf individuals, this mediation effect is weaker, with their self-control not correlating with increased inner peace. The results reveal that, despite shared psychological mechanisms in mindfulness and self-control between deaf and hearing individuals, the beneficial impact of inner peace on self-control is significantly lower in deaf individuals. This highlights the complex relationship shaped by diverse life experiences, underscoring the need for tailored interventions like mindfulness training to enhance positive emotions and self-control in deaf individuals.