Goal orientations and achievement among Chinese gifted students in Hong Kong

This study examined four goal orientations and their relationships to achievement among 1041 Chinese gifted students in Hong Kong. These students endorsed learning and social goals over performance‐approach and performance‐avoidance goals. The endorsement of learning goals emerged consistently as the significant predictor predicting achievement in academic, non‐academic, and social/leadership areas. Implications of the findings for coordinating different goal orientations for enhancing achievement in different areas are discussed.     

A path analysis of basic need support,self-efficacy,achievement goals,life satisfaction and academic achievement level among secondary school students

Teachers’ support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be accounted for by a structural model that described basic need support as predictors of self-efficacy and achievement goals, which in turn predicted academic achievement level and perceived life satisfaction. Analysis of intra-class correlation and design effect showed that need support of relatedness also was accounted for by class level responses. Theoretical and practical implications were discussed in terms of the importance of basic need support as a predictor of personal motives in educational settings as well as the students adjustment to school and life.     

Measurement of achievement attribution: A review of instigation methods,question contents,and measurement formats

Various methods of achievement attribution measurement are compared with regard to the construction of the achievement event and the measurement of the attributions elicited. The method of instigation and the content of the instruments depend greatly on whether situational or dispositional (individual differences) factors are emphasized. It is suggested that natural events, particularly those with pronounced effects, generate actual affective reactions and direct consequences and are particularly useful for studies of situational factors in attributions. On the other hand, hypothetical multiple-event measures are generally employed for studies of individual differences in attributions. The present review shows that questions on specific causes are more popular than those on attribution dimensions. Researchers should be cautious, however, because the dimensional meaning of these causes may vary across different cultures, age groups, or achievement settings. Different question formats and scoring methods also are compared. It is concluded that different methods have their own strengths and weaknesses and that researchers should select the one that best serves their purpose.     

成就动机的归因模型建构及其在教育实践中的运用

教育是归因理论最重要的应用领域之一，学生对其学业成败的归因在决定其成就动机和学习行为方面有重要作用．而当今成就动机研究几乎成了动机研究的同义语，关心学生学业成就的教育心理学家占据了动机研究的中心舞台．在此背景下，归因理论的介入给其研究注入了新的活力，成为该领域的主旋律，对教育教学实践起着积权的指导意义．文章拟结合动机研究的发展历程，对成就动机的归因模型建构加以探析，并讨论其在教育教学实践中的意义及运用．     

Mathematics achievement of Mainland immigrant students in Hong Kong

One of the main features of globalization is the increasing mobility of population. As an immigrant society, Hong Kong has witnessed waves of Mainland Chinese arrivals and assimilation into her mainstream, particularly around the change of sovereignty period. School-aged children constitute a substantial fraction of the new population. Given their potential impact on Hong Kong's present and future, how these immigrant youngsters perform in school has always been a concern to the public as well as the government. This study compared Hong Kong 8th-graders' mathematics performance in the four rounds of the Trends in International Mathematics and Science Study by their immigrant status. The results showed that the first-generation immigrant students' performance had obvious retrogression compared to native students in the past years. Among the natives, non-local-born students with only their father born in Hong Kong had the most similar performance as the first-generation immigrants. The causes for the differences are explored from both internal and external perspectives.     

Attributional beliefs of Singapore students: relations to self-construal,competence and achievement goals

This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore.     

Gender differences in instrumental learning among secondary school students in Hong Kong

This paper examines the extent of gender differences, and discusses the role of gender in musical instrument learning. It focuses on the collective instrumental experiences of 1493 Chinese students (774 boys and 719 girls attending grades 7–13) within Western and non‐Western musical traditions in Hong Kong. The discussion draws attention to gender differences in the learning of Chinese and Western musical instruments, in musical interest and instrumental learning, and in the reasons why students learn or do not learn musical instruments. The paper argues that, while female and male students exhibit different attitudes towards the types of instruments learnt, significant correlations exist between their interest in music and parental support for their instrumental learning. Gender is brought to the fore by the pedagogical actions of the teacher, the mass media and by parental efforts to reduce gender bias and stereotypes through school, public and family education.     

Constructions of Malawian boys and girls on gender and achievement

Gender differences in achievement have been widely documented and a number of feminists, particularly from the West, have used the concept of identity to explain them. This paper draws on constructions on gender and achievement generated through surveying 59 boys and 103 girls from four secondary schools, as well as interviewing 40 of the girls in order to contribute to our understanding of identity construction in an African context. The data show that the majority of boys and girls support dominant gender norms, but there is some indication of fluidity. Thus, the notion of identity formation is crucial to the analysis and interpretation of the findings, as it highlights the possibility for agency and change, since gender identities are not stable.     

Classroom environment,achievement goals and maths performance: gender differences

This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students (N?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as an average grade four months later. The results indicated gender differences in the perception of teacher and peers support, achievement goals and maths performance. The effects of goal orientations, teacher and peers support on achievement were moderated by gender. Furthermore, the interaction between classroom environment and performance goals on maths grades varied with gender. In the boys’ sample, performance-avoidance goals interacted with teacher support, while in the girls’ sample, performance-approach goals interacted with peers support in predicting maths grades. The educational implications of these gender differences are discussed.     

藏族学生学习自我效能和归因方式的研究

学习自我效能和归因理论是当今世界备受关注的动机理论,是学生学业成就的良好＂预测器＂。本文以不同生源的250名藏族学生为调查对象,研究了藏族学生的学习自我效能和归因方式,为提高多民族地区的教育教学管理水平,培养合格的少数民族专业技术人才,提供科学依据。     

Classroom learning environment,critical thinking and achievement in an interdisciplinary subject: a study of Hong Kong secondary school graduates

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students’ high-order thinking skills and achievement in interdisciplinary subjects were provided.     

The extent to which teacher attitudes and expectations predict academic achievement of final year students

Competition in the market is a perennial and ever‐increasing problem for independent schools. How schools can meet this pressure and find ways to attract (the best) students is a continuing question and one that will get more onerous as the government funding for education is, in relative terms, decreasing. One of the ways in which schools can show their worth is the attraction of the best teachers and being able to show potential clients how their staff contribute to the academic success of their graduating students. This study considers the relationship between teachers’ attitudes toward their work and the expectations and the extent to which their attitudes and expectations predict the academic achievements of their final year students. Results found that academic achievement is enhanced when school leadership provides an academically oriented context where values and expectations of high academic achievement are part of the school culture. Other teacher variables found to improve academic achievement are the teachers’ need for greater input into decision‐making at their schools; less formalisation of rules, procedures and process; and support through personnel, facilities, finances, equipment and resources.     

大学生情绪智力、成就动机及学业成绩量化研究

应用情绪智力量表(EIS)、成就动机量表(AMS)等随机调查的方式探究是否担任过学生干部、是否独生子女对大学生情绪智力、成就动机、学业成绩方面的影响及情绪智力与成就动机、学业成绩之间的关系.其结果表明:担任过学生干部的同学情绪智力水平显著高于未担任过学生干部的同学;是否独生子女对情绪智力没有显著影响;大学生情绪智力和成就动机显著正相关,和学业成绩不存在显著相关.     

英语阅读动机与阅读成绩、性别之相关性实证研究

大学生英语阅读过程中的阅读动机与阅读成绩、性别的相关性研究表明:(1)大学生具有较强的英语阅读动机。(2)学生的阅读动机总体水平与阅读成绩呈正相关,并且达到了统计学意义上的非常显著水平;效能信念、成就价值分别与阅读成绩相互正相关,相关程度达到显著水平;高、低分组的阅读成绩呈现显著差异。高分组的效能信念平均值高于低分组,其差异达到统计学上的显著水平。(3)女生阅读成绩高于男生,但两者无显著性差异。女生效能动机、成就价值和社会因素的平均值均高于男生,且差异均达到显著水平。因此,有效地激发学生阅读动机,针对男女性别差异的特点区别对待,可以更好地促进学生阅读能力的提升,这对外语教学的有效开展具有启示作用。     

Community support programme: support for Chinese trans* students experiencing genderism

Abstract

Previous research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students.     

Stress,coping strategies and academic achievement in teacher education students

University students experience stress, and how they cope with this stress affects their academic achievement. This study examined stress in teacher education students and had three objectives: to describe different degrees of stress and coping styles; to study the relationship between stress, coping strategies and academic achievement; and to examine whether increased age can moderate the effects of stress on academic achievement in 334 university-students. There were three main findings: many students experienced stress and used avoidance coping strategies; the students who were under less stress and engaged less in cognitive avoidance and more in problem-focused coping were also the students who made more academic achievement; and students under more stress performed worse, but with age stress affected performance less. In teacher education students, it is important to recognize and address the harmful effects of stress on well-being and academic achievement, to avoid long-term problems in professional and personal life.     

Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.     

School effects and ethnic,gender and socio-economic gaps in educational achievement at age 11

There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream primary schools in an ethnically diverse inner London borough. The groups with the lowest educational achievement and poorest progress were both Black Caribbean and White British low SES pupils. White British middle and high SES pupils made substantially more progress than White British low SES pupils, significantly increasing the SES gap over time. However low and high SES Black pupils made equally poor progress age 7–11. School effects on pupil progress were large, but there was no evidence of differential school effectiveness in relation to SES, ethnicity or gender. Low SES pupils in the more effective schools performed significantly better than high SES pupils in the less effective schools, but all pupils (both low and high SES) benefit from attending the more effective schools and so these schools do not eliminate the SES gap. The limits to change that may be achieved by schools alone are discussed.     

Mathematically gifted students and high achievement: the role of motivation and classroom structure

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.