Learning and motivation of chinese students in Hong Kong: A longitudinal study of contextual influences on students' achievement orientation and performance

By F. Salili, Mk Lai. 2003

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2bbb31787a6c1710b65f97e73992df3a28b3b442

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Wei‐Wen Chen
2. D. McInerney
3. Alexandra Main
4. Y. Wong
5. S. Altun
6. Y. Lo
7. G. Liem

In Experimental and Cognitive Psychology

1. Yasmin Y. Ortiga
2. Jie Qi Lee
3. Wei‐Wen Chen
4. Yun Wang
5. D. McInerney
6. Alexandra Main
7. Y. Wong
8. S. Altun

In Social Psychology

1. Yasmin Y. Ortiga
2. Eric Lo
3. Jie Qi Lee
4. Wei‐Wen Chen
5. D. McInerney
6. Alexandra Main
7. Y. Wong
8. S. Altun

Citations in the corpus

• Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students (2015, background): “…most Chinese empirical studies of goal theory have examined how goal orientations relate to students’ learning strategies (Chan & Lai, 2006; Liem et al., 2008; Salili & Lai, 2003), and only a few studies of Chinese populations have included achievement as an outcome measure (Hau & Ho, 2008).”
• The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course (2015, background): “…2009; Ahmad & Mahmood, 2010, Capar, 2011; Parveen & Batool, 2012), developing desirable attitudes toward courses (Yavuz, 2007), providing motivation (Nichols & Miller, 1994; Margolis & McCabe, 2003; Salili & Lai, 2003; Kus, Filiz & Altun, 2014; Yoshida, Tani, Uchida, Masui & Nakayama, 2014;)”
• The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, result): “…is consistent with a review by Lepper et al. (2000, p. 273) concluding that intrinsic and extrinsic motivation constructs ‘‘ought frequently to coexist” in the real world settings, as well as with prior research with Asian students (see e.g., Ho et al., 2007; Liem et al., 2008; Salili & Lai, 2003).”
• The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children's Academic Achievement and Social Adjustment: A Longitudinal Study (2010, background): “Moreover, in Chinese society, academic achievement is viewed not only as an indicator of individual success but also as a filial duty to the entire family (Salili & Lai, 2003).”
• A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “The type of outcome measures is missing in Tables 5 and 6, because all the studies examining affective outcomes, except Salili and Lai (2003), used standardized tests and so we decided not to investigate the impact of that particular moderating variable.”