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- Publisher
- Wiley
- Copyright
- © 2008 International Union of Psychological Science
- ISSN
- 0020-7594
- eISSN
- 1464-066X
- DOI
- 10.1080/00207590701836323
- pmid
- 22022794
- Publisher site
- See Article on Publisher Site
Abstract
Previous studies have suggested that Western constructs of academic motivation may operate in different ways in Asian contexts due to differences in the cultural environment. In the present study, the integrative effects of achievement goals, strategy orientations, and effort expenditure on achievement outcomes were examined among 1950 seventh‐grade Chinese students in Hong Kong. Participants completed separate questionnaires for mathematics and English. Results for the two subjects were largely similar. There were significant positive relationships between mastery and performance goals, between cooperative and competitive orientations, as well as between understanding and memorizing strategies. Regression analyses further revealed that goals and strategies were highly predictive of effort expenditure, but only goals and effort significantly predicted achievement outcome, with strategies being barely significant. The need to further investigate how Chinese students reconcile the apparently antithetical orientations in learning as well as the effective strategies contributing to their learning is indicated.
Journal
International Journal of Psychology – Wiley
Published: Oct 1, 2008