Students' goal orientations, study strategies and achievement : a closer look in Hong Kong Chinese cultural context. 6
By: Chan, Kwok-Wai. 4 0 16 [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Academic achievement.;Educational evaluation.;Education;Learning. -- Hong Kong (China) -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | LA 1290 (Browse shelf) | Available | PER 1518 S |
ABSTRACT A survey study was conducted to examine the relationship among achievement goal orientations, study strategies and achievement of a sample of teacher education students in Hong Kong. Multivariate data analyses showed there was no significant difference in achievement goal orientations across discipline and programme groups but there was a significant difference in achievement goals between male and female students. The difference was found in performance goal. Analysis of the study strategies showed no significant difference across gender, discipline and programme groups. Correlational and path analyses showed learning goal was significantly and positively related to deep strategy but negatively and significantly related to surface strategy. Performance goal was significantly related to both surface and deep strategies. However, academic achievement was not significantly related to learning and performance goals or surface and deep strategies. The results were discussed in terms of socio-cultural factors and implications were drawn for teaching and learning as well as future directions of research. 56
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