Regular ArticleMotivational Beliefs, Study Strategies, and Mathematics Attainment in High- and Low-Achieving Chinese Secondary School Students☆
References (57)
- et al.
Multivariate prediction of academic performance by Hong Kong University students
Contemporary Educational Psychology
(1985) - et al.
Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong
Learning and Instruction
(1997) Differential K theory: The sociobiology of individual and group differences
Personality and Individual Differences
(1985)- et al.
Motivation and mathematics achievement: Comparisons between Asian-American and non-Asian students
Contemporary Educational Psychology
(1994) Development of self-regulated learning: What are the key subprocesses?
Contemporary Educational Psychology
(1986)Review and recommendations
- et al.
The social impact of self-effacing attributions: The Chinese case
Journal of Social Psychology
(1982) - et al.
Long-term prediction of academic achievement of American, Chinese and Japanese adolescents
Journal of Educational Psychology
(1996) - et al.
Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East-Asian High school students
Child Development
(1995) Making the grade: A self-worth perspective on motivation and reform
(1992)
Differences in the motivational beliefs of Asian-American and non-Asian students
Journal of Educational Psychology
Expectancies, values and academic behaviors
In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs
Personality and Social Psychology Bulletin
Time Use and Mathematics Achievement among American, Chinese and Japanese High school students
Child Development
Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies
The second IEA mathematics study
Comparative Education Review
The learning approaches of Chinese people: A function of socialization processes and the context of learning?
Structure and semantic differential placement of specific causes: Academic and causal attributions by Chinese students in Hong Kong
International Journal of Psychology
Cultural variations in family beliefs about children's performance in mathematics: Comparisons between People's Republic of China, Chinese-American, and Caucasian-American families
Journal of Educational Psychology
Cognitive socialization in Confucian heritage cultures
Concepts of ability and effort in Japan and the United States
Review of Educational Research
Relations among dimensions of self-attribution, dimensions of self-concept and academic achievements
Journal of Educational Psychology
Teaching learning strategies
Educational Psychologist
Learning mathematics
A world of differences: An international assessment of science and mathematics
Child-rearing as cultural adaptation
A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents
Child Development
Chinese cognition
Cited by (124)
Student-perceived parental help with homework: Identifying student profiles and their relations with homework effort, procrastination, and achievement
2023, Learning and Individual DifferencesIntrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis
2020, Learning and MotivationCitation Excerpt :In particular, its longstanding value of human malleability leads to a strong emphasis on effort in educational endeavors (Li, 2001; Rao, Moely, & Sachs, 2000). It stresses effort over ability as the means for educational success (Rao et al., 2000; Salili, Zhou, & Hoosain, 2003; Woodcock & Jiang, 2018) in the sense that “innate ability may determine the rate at which one acquires new knowledge, but the ultimate level of achievement is attained through effort” (Chen & Uttal, 1988, p. 354). In particular, when facing a low likelihood of success, Chinese learners are expected to mobilize and expend even more effort, as “people who attempt tasks beyond their ability are admired and commented rather than being laugh at” (Hau & Salili, 1996, p. 128).
Relationship between homework time and academic and non-academic performance in China: A preliminary test of the nonlinear hypothesis
2024, British Educational Research JournalLearning Needs, General Teaching Principles, and Learning Strategies as Predictors of Mathematics Academic Achievement
2024, Asia-Pacific Education ResearcherListening to Hong Kong children's perspectives through pretend play
2024, British Educational Research JournalHomework time management: Do teacher and parent autonomy support matter?
2024, Social Psychology of Education
- ☆
This research was supported by a grant from the Committee on Research and Conference Grants of The University of Hong Kong. Thanks are expressed to Fiona Chan, Alison Lo, and Jeannie Ngan for their help in data collection and analyses, and to anonymous reviewers for their suggestions. We are also grateful to the staff and students of participating schools.
Address correspondence and reprint requests to Nirmala Rao, Department of Education, The University of Hong Kong, Hong Kong, China. E-mail: [email protected].