Self-concept and academic motivation of Chinese students in Hong Kong

Self-concept and academic motivation of Chinese students in Hong Kong

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

• Hau, Kit Tai Chinese University of Hong Kong ; SELF Research Centre, University of Western Sydney
• Marsh, Herbert W. SELF Research Centre, University of Western Sydney
• Ho, Irene T. University of Hong Kong
• Li, Xiaoxu Chinese University of Hong Kong ; SELF Research Centre, University of Western Sydney
• Seaton, Marjorie SELF Research Centre, University of Western Sydney

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2006

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Academic Achievement Chinese Cultural Differences Mathematics Achievement Peer Groups Self Concept Questionnaires Self Concept Measures Standardised Tests Year 7 Hong Kong Academic Self Concept Big-Fish-Little-Pond Effect (BFLPE)

• Hong Kong

• 1997.7 onwards

• Secondary Education

According to the big-fish-little-pond effect (BFLPE), equally able students have lower academic self-concepts when attending academically selective schools than non-selective schools. Here we evaluated the generalizability of the BFLPE with diverse self-constructs (e.g., self-concepts, values, goals, interest, etc.) for Grade 7 Hong Kong Chinese students (N= 1950). According to the internal/external frame of reference model, students formulate their self-concept by comparing their own performance (e.g., math achievement) with that of other students (i.e., the external frame) as well as their own performance in other academic areas (e.g., language; the internal frame). In support of the BFLPE, structural equation models showed that self-concept, self-efficacy and interest were most affected by school-average ability. Furthermore, students with high mastery goal, low performance goals, and low avoidance goals were less affected by the negative BFLPE. In agreement with the Eccles and Wigfield's (2002) expectancy-value model, expectancy and value had positive, additive effects on students' persistence/effort. However, there was no expectancy X value interaction as posited in earlier versions of the model. Implications for teaching are discussed.
[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/en/bibs/71c3af1c

2010-11-25