1 Introduction</h5> In recent years, the academic success among Chinese students (e.g., Hong Kong students), compared to students from Western societies, has been well documented in several international academic reports including the Trend in International Mathematics and Science Study (TIMMS, 2011) and The Progress in International Reading Literacy Study (PIRLS, 2011). An increasing attention has been drawn on how constructs of achievement cognitions and motivation, such as achievement goal orientations, contribute to the academic success of this particular group of students ( Chen & Wong, in press; Hau & Ho, 2008; Ho & Hau, 2008 ). However, given the flourishing findings regarding the important role of parenting when explaining Chinese motivation and academic achievement ( Chao & Tseng, 2002; Chen, Lee, & Stevenson, 1996; Leung, Lau, & Lam, 1998; Phillipson & Phillipson, 2007 ), there is surprisingly little research investigating how achievement goal orientations have been constructed and developed in the family context and consequently influence students' academic performance. Therefore, the present study aims to fill this gap in the literature by exploring the underlying processes by which students' perceptions of parenting relate to their academic performance by shaping their motivation within the Chinese cultural context.</P>Achievement goal orientations
Learning and Individual Differences – Elsevier
Published: Jan 1, 2015
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