Chinese mindset: Theories of intelligence, goal orientation and academic achievement in Hong Kong students

Chinese mindset: Theories of intelligence, goal orientation and academic achievement in Hong Kong students

• Chen, Wei Wen Faculty of Education, University of Macau
• Wong, Yi Lee Faculty of Education, Dept. of Educational Administration and Policy, Chinese University of Hong Kong

Educational Psychology, 1-12, 2014

Routledge

2014

• C Psychology & Learning
  • CD Intelligence
• L Educational Measurement & Evaluation
  • LA Intelligence, Ability & Aptitude Tests

Theories of Intelligence Goal Orientations Academic Achievement

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students' academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information on students' beliefs about their goal orientations, theories of intelligence and their college grade point averages. The data were analysed using structural equation modelling. The results suggest that beliefs in the incremental theory of intelligence contribute to students' academic achievements by facilitating their endorsement of mastery goals and performance-approach goals. Students' performance-avoidance goals have a negative association with academic success. Cultural factors and considerations are addressed to clarify further the culture-specific findings.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2014.893559]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2014.893559

https://bibliography.lib.eduhk.hk/en/bibs/e9f4b2c5

2014-10-22