A comparison study: Psychosocial influences on academic outcomes among ethnic minority and ethnic majority students in Hong Kong

A comparison study: Psychosocial influences on academic outcomes among ethnic minority and ethnic majority students in Hong Kong

• Pianpiano, Olivia Isabelle Pecho The Education University of Hong Kong

2022

• N Students & Student Services
  • NO Minorities & Immigrant Students
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Objective: This research focused on the psychosocial influences that account for differences in academic achievement and motivation among ethnic minority and ethnic majority students in Hong Kong. Methods: A cross-sectional correlation was conducted on 154 students in total. Specifically, 86 ethnic minority students and 68 local Chinese students. Researchers assessed students’ ethnic identity, academic self-concept, perceived parental expectations, ethnic/ideal self-discrepancies, actual/ideal self-discrepancies, ethnic group, academic achievement and academic motivation. Results: A significant t-test indicated greater ethnic identity in the ethnic minority group. A moderated mediation model suggested that ethnic/ideal self-discrepancies predicted a negative correlation with academic motivation through the mediation of actual/ideal self-discrepancies; a stronger effect was shown in ethnic minority students. A significant mediation of academic self-concept was found between perceived parental expectations and academic outcomes. Moderated mediations revealed that ethnic identity produced a positive correlation with academic motivation in students between ethnic groups; a stronger effect was shown in ethnic majority students. Implications: Implementation of growth mindset interventions, frequent parent communication, heritage language classes and teachers of same ethnic origin in educational institutions are recommended. Conclusion: Ethnic identity, ethnic/ideal self-discrepancies and perceived parental expectations are notable psychosocial factors to consider in the academic outcomes of all students and especially those of ethnic minority descent. All rights reserved.

BSocSc(Psy)

The Education University of Hong Kong

Hong Kong

• English

Dissertation Theses

https://bibliography.lib.eduhk.hk/bibs/69a78aa8

2023-07-14