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

被引：59
|
作者：
Chen, Wei-Wen [1 ]
Wong, Yi-Lee [2 ]
机构：
[1] Univ Macau, Fac Educ, Macau, Peoples R China
[2] Chinese Univ Hong Kong, Fac Educ, Dept Educ Adm & Policy, Hong Kong, Hong Kong, Peoples R China
来源：
EDUCATIONAL PSYCHOLOGY | 2015年 / 35卷 / 06期
关键词：
academic achievement; goal orientations; theories of intelligence; IMPLICIT THEORIES; MOTIVATION; STRATEGIES; VALIDATION;
D O I：
10.1080/01443410.2014.893559
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：714 / 725
页数：12
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