A structural model of conceptions of learning, achievement motivation and learning strategies of Hong Kong teacher education students

A structural model of conceptions of learning, achievement motivation and learning strategies of Hong Kong teacher education students

AARE 2005 International Education Research Conference: UWS Parramatta: Papers collection

• Lai, Po Yin Hong Kong Institute of Education
• Chan, Kwok Wai Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2006

Australian Association for Research in Education (AARE). Conference (2005: Parramatta NSW)

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• C Psychology & Learning
  • CB Psychology of Learning
• C Psychology & Learning
  • CC Motivation of Learning

Learning Learning Experience Learning Motivation Learning Strategies Preservice Teacher Education Education Majors Postsecondary Education Questionnaires Hong Kong Conceptions of Learning Inventory (COLI) Two-Factor Study Process Questionnaires

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

A survey study was conducted with 251 preservice teacher education students in Hong Kong by administering a questionnaire comprising three inventories to measure their conceptions of learning, culturally oriented achievement motivation and learning strategies. Preliminary correlational analyses of the above three variables showed significant relationships between some subscales, consistent with previous research findings in literature which suggested that conceptions of learning are related to a number of variables such as students' learning approaches and the quality of learning. Further analysis was conducted by testing a structural model on selected categories of conceptions of learning (learning as an increase in knowledge and learning as personal fulfilment), culturally oriented achievement motivation and learning strategies. Satisfactory goodness of fit index was obtained with the proposed model. Path analysis showed that the conception "learning as an increase in knowledge" was positively and significantly related to social oriented achievement motivation, deep strategy and surface strategy; individual oriented achievement motivation was positively and significantly related to deep strategy but negatively and significantly related to surface strategy. The conception "learning as personal fulfilment" was positively and significantly related to individual oriented achievement motivation but negatively and significantly related to social oriented achievement motivation. Implications for learning and teaching were drawn based on the model result.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• English

Conference Papers

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/bibs/29c1cdd8

2010-11-25