Achievement motivation among Chinese and Australian school students: Assessing differences of kind and differences of degree

Achievement motivation among Chinese and Australian school students: Assessing differences of kind and differences of degree

• Martin, Andrew J. Faculty of Education and Social Work, University of Sydney, Australia
• Hau, Kit Tai Faculty of Education, Chinese University of Hong Kong

International Journal of Testing, 10(3), 274-294, 2010

Lawrence Erlbaum Associates

2010

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• P Social Context of Education
  • PB Comparative Education

Foreign Countries Achievement Need Student Motivation Learner Engagement Factor Structure Reliability Gender Differences Age Differences Correlation Outcomes of Education Cross Cultural Studies Early Adolescents Australia

• Hong Kong
• Australia

• 1997.7 onwards

• Secondary Education

The present study explored motivation and engagement among Chinese and Australian school students. Based on a sample of 528 Hong Kong Chinese 12-13 year olds and an archive sample of 6,366 Australian 12-13 year olds, achievement motivation was assessed using the Motivation and Engagement Scale-High School (MES-HS). Confirmatory factor analysis and structural equation modeling using LISREL found that, across Chinese and Australian students, there was similar factor structure, reliability, correlations with educational outcomes, and gender and age effects—suggesting there are no fundamental differences of kind between the two cultures. There were, however, differences of degree in that Australian students reported significantly higher levels of adaptive achievement motivation and significantly lower levels of maladaptive achievement motivation. It is concluded that although Australian students have higher levels of reported achievement motivation than Chinese students on a number of dimensions, the two groups' fundamental orientation does not appear to be markedly different in terms of motivation structure, profile, and relationships. This holds implications for cross-cultural motivation assessment, data analysis, and programmatic intervention aimed at enhancing (and sustaining) students' achievement motivation in different cultural and national contexts.
[Copyright of International Journal of Testing is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15305058.2010.482220]

• English

Journal Articles

• 15305058

• 10.1080/15305058.2010.482220

https://bibliography.lib.eduhk.hk/bibs/3086707c

2010-12-24