Gender and electives differences in the motivated strategies of learning of pre-service teacher education students in Hong Kong

Gender and electives differences in the motivated strategies of learning of pre-service teacher education students in Hong Kong

• Leung, Man Tak Hong Kong Institute of Education
• Chan, Kwok Wai Hong Kong Institute of Education

1998

Australian Association for Research in Education (AARE). Conference (1998: Adelaide)

• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education
• C Psychology & Learning
  • CC Motivation of Learning

Sex Student Teachers Cognitive Style Cognitive Skills Self Efficacy Higher Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Pintrich et al. (1993) had developed the MSLQ (Motivated Strategies for Learning Questionnaire), which was a self-report, Likert-scaled instrument designed to assess motivation and use of learning strategies by College students. The motivation part of this instrument was used to tap into 3 broad domains, viz. (1) value (intrinsic and extrinsic goal orientation, and task value); (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies part was composed of nine scales that can be recognized as cognitive, metacognitive, and resource management strategies. The instrument had demonstrated robust scale reliabilities, and confirmatory factor analyses revealed good factor structure. The questionnaire was adopted and translated into Chinese and a bilingual formatted questionnaire was administered to the pre-service teacher education students in Hong Kong. The objectives of this study was threefold. The first one was to identify the motivated learning strategies prevailing in the Hong Kong teacher education students. The second one was to examine if there was any significant differences in the learning strategies between gender and the third one was to investigate whether there were any significant electives difference in the learning behaviours of the student teachers. The findings certainly would give meaningful implications on the planning and development of teacher education program in views of the motivated learning strategies adopted by student teachers as related to different gender and electives.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

Paper presented at the Annual Conference of the Australian Association for Research in Education, 29 November - 3 December 1998, Adelaide. Conference theme: Research in Education: Does it Count?

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/ad0904aa

2010-11-25