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The Effects Of Attributions For Success In Mathematics Achievement Among Chinese High School Students
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Book Synopsis The effects of attributions for success in mathematics achievement among Chinese high school students by : Yann-yann Shieh
Download or read book The effects of attributions for success in mathematics achievement among Chinese high school students written by Yann-yann Shieh and published by . This book was released on 1996 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong by : Kit-Tai Hau
Download or read book Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong written by Kit-Tai Hau and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong" by Kit-tai, Hau, 侯傑泰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: iii Abstract of dissertation entitled 'Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong' submitted by Kit-Tai Hau for the degree of Doctor of Philosophy at the University of Hong Kong in June 1992. Various literatures seem to suggest that effort, endurance, hard work, and learning goals are emphasized in the Chinese culture. However, due to the keen competition for better educational opportunities, the children in Hong Kong may be quite performance oriented. The present research attempts to explore how these counteracting forces are influencing the academic achievement orientations and attributions of students in Hong Kong. There were totally seven separate but related studies in the whole research. The subjects were 603, 405, 559, 271, 609, 923, and 386 elementary, high school and university students respectively. Studies One, Two, and Three examined students' academic causal attributions, achievement goals (learning vs. performance-oriented), theories of intelligence (e.g., 'Is intelligence inborn?'), and perceived values of diligent and intelligent people (e.g., 'Are diligent people trustworthy?'). Age-related iv differences as well as the interrelations among the above conceptions were inspected and compared with those observed in Western cultures. Study Four helped to explain the results in various parts of the research through the examination of the exact causal dimensional meaning of the specific causes as perceived by the students (e.g., Is ability controllable?). Information integration model, a methodology totally different from those in Studies One to Three, was also used in Study Five to see how Chinese students perceive the role of effort and ability in immediate performance. The last part of the research, Studies Six and Seven, was constituted of two experimental studies on the applications of the attributional theory in actual classroom situations. The first experiment was on the attributional information of teachers' evaluative feedback and the other compared the effects of various attributional feedback. The findings of the whole research were explained in three main contexts: results consistent with previous findings in the West, results reflecting characteristics of the Chinese culture, and results suggesting age-related differences and possible changes in the learning environment at different educational levels. Generally, there were results suggesting a stronger emphasis of effort and learning (task-oriented) rather than ability and performance among Chinese. Lastly, limitations of the research and v directions for future studies were also discussed. DOI: 10.5353/th_b2986641 Subjects: Attribution (Social psychology) Students - China - Hong Kong Academic achievement - China - Hong Kong Achievement motivation
Book Synopsis Self-regulation of Learning and Performance by : Dale H. Schunk
Download or read book Self-regulation of Learning and Performance written by Dale H. Schunk and published by Taylor & Francis. This book was released on 2023-01-06 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.
Book Synopsis The Relationship Between Motives, Learning Strategies, Attributions for Success and Failure and Level of Achievement Among Secondary School Students in Hong Kong by :
Download or read book The Relationship Between Motives, Learning Strategies, Attributions for Success and Failure and Level of Achievement Among Secondary School Students in Hong Kong written by and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: (Uncorrected OCR) ABSTRACT The interaction between causal attributions, motives and learning strategies as determinants of level of achievement was investigated, 284 subjects from Anglo-Chinese schools responded to the Academic Achievement Attribution and Learning Process Questionnaires. The results indicated that students attributed both academic success and failure more to internal than external causes. High achievers were higher on the achieving approach to learning (motive and strategy) whereas low achievers mainly adopted the surface approach; there was less difference between the two groups on the deep approach. The findings are interpreted in the light of cultural, contextual and situational influences; and practical implications are considered,
Book Synopsis Growing Up the Chinese Way by : Sing Lau
Download or read book Growing Up the Chinese Way written by Sing Lau and published by Chinese University Press. This book was released on 1996 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a collection of current research on Chinese child development: the context of development, cognitive development, social development, and new issues related to the topic.
Book Synopsis Schooling Effects on Mathematics Achievement at Sixth Form Level in Hong Kong by : Ting-On Li
Download or read book Schooling Effects on Mathematics Achievement at Sixth Form Level in Hong Kong written by Ting-On Li and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Schooling Effects on Mathematics Achievement at Sixth Form Level in Hong Kong" by Ting-on, Li, 李定安, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3862689 Subjects: Mathematics - Study and teaching (Secondary) Mathematical ability Mathematics - Study and teaching (Secondary) - China - Hong Kong Academic achievement - China - Hong Kong Academic achievement Social surveys - Secondary school students
Book Synopsis Foundations of Chinese Psychology by : Kwang-Kuo Hwang
Download or read book Foundations of Chinese Psychology written by Kwang-Kuo Hwang and published by Springer Science & Business Media. This book was released on 2011-12-04 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mainstream psychology emanated from European-American and Judeo-Christian philosophical and scientific traditions. The application of this viewpoint, which embeds colonial and imperialist concepts is less relevant to Asian and other indigenous cultures. Although it has been accepted by non-Western scholars in an attempt to emulate Western scientific practice, the mainstream viewpoint is in a process of transformation to accommodate geographically relevant perspectives. In this light, Foundations of Chinese Psychology, bridges the gap between western and eastern traditions and elaborates on theories based on local phenomena, findings, and experiences by research methods that are contextually appropriate. Using a guiding principle of cultural psychology – ‘one mind, many mentalities’, this book advocates the balancing of a global psychology concept without sacrificing that of a specific locality and people. It analyzes the basics of Confucionism and compares them to Western ethical thinking, arriving at a series of theories concerning social exchange, face, achievement motivation, organizational behaviors, and conflict resolution. Beyond the specifics of a particular culture, this book exemplifies the act of constructing autonomous social science that may be emulated in other non-Western settings. It also serves as an excellent guide for cross-cultural research as well as a caveat on the limitations of presumptive individualism and exclusionary perspectives.
Book Synopsis New Challenges in the Research of Academic Achievement: Measures, Methods, and Results by : Juan Luis Castejon
Download or read book New Challenges in the Research of Academic Achievement: Measures, Methods, and Results written by Juan Luis Castejon and published by Frontiers Media SA. This book was released on 2021-02-24 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relation Between Attributions and Mathematics Achievement in the Elementary School by : Charles A. Giuli
Download or read book The Relation Between Attributions and Mathematics Achievement in the Elementary School written by Charles A. Giuli and published by . This book was released on 1981 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Motivation at School by : Kathryn R. Wentzel
Download or read book Handbook of Motivation at School written by Kathryn R. Wentzel and published by Routledge. This book was released on 2009-09-10 with total page 1050 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features: Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. Commentaries – each section ends with a commentary that provides clear directions for future research.
Download or read book Resources in Education written by and published by . This book was released on 1998-05 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attribution Theory, Learned Helplessness, and Achievement in Ninth-grade Mathematics by : Peter Winton Kloosterman
Download or read book Attribution Theory, Learned Helplessness, and Achievement in Ninth-grade Mathematics written by Peter Winton Kloosterman and published by . This book was released on 1984 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1980 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Why Do Students Perform Poorly in Mathematics and Science? by : Dolores Mills
Download or read book Why Do Students Perform Poorly in Mathematics and Science? written by Dolores Mills and published by . This book was released on 1990 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Selected writings from the Journal of the British Columbia Association of Mathematics Teachers by : Egan J Chernoff
Download or read book Selected writings from the Journal of the British Columbia Association of Mathematics Teachers written by Egan J Chernoff and published by IAP. This book was released on 2016-06-01 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teaching and learning of mathematics in British Columbia has a long and storied history. An integral part of the past 50 years (1962-2012) of this history has been Vector: Journal of the British Columbia Association of Mathematics Teachers. This volume, which presents ten memorable articles from each of the past five decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominent member of the British Columbia mathematics education community. As a result, this monograph provides a historical account as well as a contemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as a resource for a variety of individuals including: teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on the work of the British Columbia Association of Mathematics Teachers.
Book Synopsis Motivation and Self-Regulated Learning by : Dale H. Schunk
Download or read book Motivation and Self-Regulated Learning written by Dale H. Schunk and published by Routledge. This book was released on 2012-08-06 with total page 431 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.
Book Synopsis Examining the Impact of Mathematics Motivation on Achievement and Course-taking Behaviors of Low-income Hispanic and Asian Immigrant Youth by : Nayssan Safavian
Download or read book Examining the Impact of Mathematics Motivation on Achievement and Course-taking Behaviors of Low-income Hispanic and Asian Immigrant Youth written by Nayssan Safavian and published by . This book was released on 2013 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of a rigorous mathematics curriculum on the probability of attending and graduating from college are well established (Laird, Cataldi, KewalRamani, & Chapman, 2008; Rose & Betts, 2001). When students are motivated, they invest more time on educational tasks, take more rigorous courses, and set high educational and occupational aspirations (Eccles et al., 1983; Eccles, Wigfield, & Schiefele, 1998; Wang, Eccles, & Kenny, 2013). One way to understand course-taking behavior and achievement is to use a motivational framework that is designed to explain these phenomena. My dissertation uses the Eccles et al. (1983) Expectancy - Value framework to examine the longitudinal associations between motivation and mathematics participation and performance with Hispanic and Asian youth. This study was designed with the intent of augmenting the research on adolescent achievement motives with understudied low- income immigrant and minority populations that are reflective of the growing diversity in current California high schools. First, I address the variability in mathematics participation and performance; second, I address the variability in adolescents' mathematics motivation; and third, I address whether motivation predicts participation, performance, and high school success. When it comes to mathematics, findings indicate that differences in students' motivations and achievement vary as a function of the measure of success as well as the composition of the population (i.e., by gender, ethnicity, and gender by ethnicity). In terms of mathematics participation and performance, females demonstrate an advantage in mathematics course-taking, advanced course-taking, and high school success (i.e., graduation and college eligibility). However, Hispanic students trailed their Asian schoolmates on both performance and participation outcomes. In regards to motivations for mathematics, results indicated higher interest in mathematics among males and higher cost values among females. As a group, Asians reported higher mathematics attainment value than their Hispanic peers. Expectancy, interest, utility, and cost values were invariant across Hispanic and Asian students. Expectancy - Value beliefs were associated with participation, performance, and high school success. For Hispanic males in particular, expectancy for success was a consistent and positive predictor of outcomes--course-taking, course grades, as well as increased likelihood of advanced course-taking and high school graduation. High attainment value and reduced cost were also associated with increased course-taking and an increased likelihood of high school graduation among Hispanic females. Interest value was a consistent and positive predictor of performance for Hispanic and Asian students, the only predictor of advanced course-taking (and specifically, only for Hispanic and Asian males), and was positively associated with increased odds of college eligibility among Asians. Cost was negatively associated with cumulative course grades, as well as with the likelihood of graduation and college eligibility among Hispanic females. Several noteworthy conclusions emerged in response to these findings: the importance of examining achievement in multiple ways; the importance of examining gender by race-ethnic interactions and its implications for conclusions derived about both motivation and achievement; and lastly, the implications of researching subjective task value unidimensionally across groups. Identified differentiations in achievement (whether measured by participation, performance, or more global indicators of attainment) across Hispanic and Asian, males and females, highlight the need to examine achievement in multiple ways. Without sensitivity to these elements (i.e., observing achievement unidimensionally and/or as aggregates of gender or race-ethnic groupings) important information would be missed. Additionally, measuring task value as a monolithic construct (as done in previous literature), or alternatively, examining only interest, attainment, and utility, while excluding costs (as is often is the case in the motivation literature) would have missed some of these important and informative associations between values and achievement.
