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Article: Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese Secondary School students

TitleMotivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese Secondary School students
Authors
Issue Date2000
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2000, v. 25 n. 3, p. 287-316 How to Cite?
AbstractIn order to examine the relationship between cognitive and motivational variables and their relationship to mathematics attainment, Hong Kong-Chinese students enrolled in schools for high-, average-, and low-achievers completed questionnaires in Year 10 and in Year 11. Low-achievers perceived academic learning as being less useful over time and reported spending less time studying in Year 10 than in Year 11 but high- and low-achievers did not differ on their use of self-regulated learning strategies. Performance on the public examination in mathematics was predicted by prior achievement and Self-Concept of Mathematics Ability. Results underscore the importance of considering cultural beliefs systems and educational systems in models of academic motivation. © 2000 Academic Press.
Persistent Identifierhttp://hdl.handle.net/10722/175337
ISSN
2015 Impact Factor: 2.492
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorRao, Nen_US
dc.contributor.authorMoely, BEen_US
dc.contributor.authorSachs, Jen_US
dc.date.accessioned2012-11-26T08:58:29Z-
dc.date.available2012-11-26T08:58:29Z-
dc.date.issued2000en_US
dc.identifier.citationContemporary Educational Psychology, 2000, v. 25 n. 3, p. 287-316en_US
dc.identifier.issn0361-476Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/175337-
dc.description.abstractIn order to examine the relationship between cognitive and motivational variables and their relationship to mathematics attainment, Hong Kong-Chinese students enrolled in schools for high-, average-, and low-achievers completed questionnaires in Year 10 and in Year 11. Low-achievers perceived academic learning as being less useful over time and reported spending less time studying in Year 10 than in Year 11 but high- and low-achievers did not differ on their use of self-regulated learning strategies. Performance on the public examination in mathematics was predicted by prior achievement and Self-Concept of Mathematics Ability. Results underscore the importance of considering cultural beliefs systems and educational systems in models of academic motivation. © 2000 Academic Press.en_US
dc.languageengen_US
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsychen_US
dc.relation.ispartofContemporary Educational Psychologyen_US
dc.titleMotivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese Secondary School studentsen_US
dc.typeArticleen_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1006/ceps.1999.1003en_US
dc.identifier.scopuseid_2-s2.0-0000699652en_US
dc.identifier.hkuros54271-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0000699652&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume25en_US
dc.identifier.issue3en_US
dc.identifier.spage287en_US
dc.identifier.epage316en_US
dc.identifier.isiWOS:000087940900002-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridRao, N=7401628868en_US
dc.identifier.scopusauthoridMoely, BE=6602470858en_US
dc.identifier.scopusauthoridSachs, J=7101926178en_US
dc.customcontrol.immutablesml 140625-

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