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Article: An Investigation Of Ethnic Differences In The Motivation And Strategies For Learning Of Students In Desegregated South African Schools

TitleAn Investigation Of Ethnic Differences In The Motivation And Strategies For Learning Of Students In Desegregated South African Schools
Authors
KeywordsDesegregated schools
Learning strategies
Motivation
South Africa
Issue Date2003
PublisherSage Publications, Inc. The Journal's web site is located at http://www.sagepub.com/journal.aspx?pid=197
Citation
Journal of Cross-Cultural Psychology, 2003, v. 34 n. 2, p. 189-194 How to Cite?
AbstractNo significant ethnic group differences were found in the academic motivation or learning strategies of more than 200 White and 200 Black South African students from two recently integrated secondary schools. Both groups considered working hard and having interest in school tasks to be more important than competition or affiliation. The former items tended to be the best predictors in both groups of the use of deep learning strategies, which are known to be prerequisites for high-quality learning outcomes. The motivation scales tended to be better predictors of learning strategies for the Black students.
Persistent Identifierhttp://hdl.handle.net/10722/223748
ISSN
2015 Impact Factor: 1.795
2015 SCImago Journal Rankings: 1.308

 

DC FieldValueLanguage
dc.contributor.authorWatkins, D-
dc.contributor.authorMcInerney, D-
dc.contributor.authorAkande, A-
dc.contributor.authorLee, C-
dc.date.accessioned2016-03-14T04:20:10Z-
dc.date.available2016-03-14T04:20:10Z-
dc.date.issued2003-
dc.identifier.citationJournal of Cross-Cultural Psychology, 2003, v. 34 n. 2, p. 189-194-
dc.identifier.issn0022-0221-
dc.identifier.urihttp://hdl.handle.net/10722/223748-
dc.description.abstractNo significant ethnic group differences were found in the academic motivation or learning strategies of more than 200 White and 200 Black South African students from two recently integrated secondary schools. Both groups considered working hard and having interest in school tasks to be more important than competition or affiliation. The former items tended to be the best predictors in both groups of the use of deep learning strategies, which are known to be prerequisites for high-quality learning outcomes. The motivation scales tended to be better predictors of learning strategies for the Black students.-
dc.languageeng-
dc.publisherSage Publications, Inc. The Journal's web site is located at http://www.sagepub.com/journal.aspx?pid=197-
dc.relation.ispartofJournal of Cross-Cultural Psychology-
dc.rightsJournal of Cross-Cultural Psychology. Copyright © Sage Publications, Inc.-
dc.subjectDesegregated schools-
dc.subjectLearning strategies-
dc.subjectMotivation-
dc.subjectSouth Africa-
dc.titleAn Investigation Of Ethnic Differences In The Motivation And Strategies For Learning Of Students In Desegregated South African Schools-
dc.typeArticle-
dc.identifier.emailWatkins, D: hrfewda@hkucc.hku.hk-
dc.identifier.doi10.1177/0022022102250563-
dc.identifier.scopuseid_2-s2.0-0037229984-
dc.identifier.hkuros78604-
dc.identifier.volume34-
dc.identifier.issue2-
dc.identifier.spage189-
dc.identifier.epage194-
dc.publisher.placeUnited States-

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