Revisiting the trichotomous achievement goal framework for Hong kong secondary students: A structural model analysis

Revisiting the trichotomous achievement goal framework for Hong kong secondary students: A structural model analysis

AARE 2006 International Education Research Conference: Adelaide: Papers collection

• Chan, Kwok Wai Hong Kong Institute of Education
• Lai, Po Yin Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2007

Australian Association for Research in Education (AARE). Conference (2006: Adelaide)

• C 教學心理學

Achievement Need Goal Orientation Learning Strategies Secondary School Students Success Measures (Individuals) Secondary Education Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育

Recent studies in the late 1990s have led researchers argued that performance goals can be split up into performance- approach and performance-avoidance goals and that performance goals are not totally maladaptive in learning. Research of the trichotonomous goals framework by Elliot, McGregor and Gable (1999) found that mastery goals are positive predictors of deep processing, performance - approach goals are positive predictors of surface processing and exam performance, and performance-avoidance goals are positive predictors of surface processing and negative predictors of deep performance and exam performance. The present study examined a structural model outlining the relationship of the three achievement goals, learning strategies and achievement of Hong Kong secondary students. The model was confirmed by LISREL with satisfactory goodness of fit index. The results showed that mastery goals were significantly and positively related to deep learning strategy but negatively related to surface strategy. Both performance- approach and avoidance goals were significantly related to surface strategy. Both mastery goals and performance - approach goals were significantly and positively related to academic achievement but performance-avoidance goals were significantly and negatively related to achievement.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• 英文

會議論文

• 13249339 (Web)
• 13249320 (CD ROM)

https://bibliography.lib.eduhk.hk/tc/bibs/48384add

2010-11-25