Examining Hong Kong Students' Motivational Beliefs, Strategy Use and Their Relations with Two Relational Factors in Classrooms

Autor/inn/en	Yin, Hongbiao; Lee, John C. K.; Zhang, Zhonghua
Titel	Examining Hong Kong Students' Motivational Beliefs, Strategy Use and Their Relations with Two Relational Factors in Classrooms
Quelle	In: Educational Psychology, 29 (2009) 6, S.685-700 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Self Efficacy; Student Motivation; Measures (Individuals); Foreign Countries; Student Attitudes; Learning Strategies; Cooperative Learning; Classroom Environment; Teacher Role; Teacher Student Relationship; Questionnaires; Cultural Influences; Asian Culture; Interpersonal Relationship; Student Participation; Test Anxiety; Age Differences; Gender Differences; Hong Kong; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Messdaten; Ausland; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Klassenklima; Unterrichtsklima; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Cultural influence; Kultureinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Examination phobia; Testangst; Prüfungsangst; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Hongkong
Abstract	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. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10