Examining Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms

Examining Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms

• Yin, Hongbiao Dept. of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong
• Lee, John C. K. Dept. of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong
• Zhang, Zhonghua Dept. of Educational Psychology, Faculty of Education, Chinese University of Hong Kong

Educational Psychology, 29(6), 685-700, 2009

Routledge

2009

• C Psychology & Learning
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Teaching Methods Teacher-Student Relationships Cognitive Learning Factor Analysis Culture Qualitative Research Self-Efficacy Hong Kong China Motivational Beliefs Relational Factors in Classroom Strategy Use

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This study examines Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms--student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students' intrinsic value, self-efficacy, and strategy use, reflecting some culture-specific features of students' self-regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students' motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410903218844]

• English

Journal Articles

• 01443410

• 10.1080/01443410903218844

https://bibliography.lib.eduhk.hk/en/bibs/81190c20

2010-11-28