Chinese students' motivation and achievement

By K. Hau, Irene T. Ho. 2010

116 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c2532f3496dd3cafc1d3d0af6ee41adb575afc37

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, background): “Also, even though tremendous growth has occurred in China and its achievement levels are among the highest in the world (hau & ho, 2008, 2010), the median income and standard of living is still not as high as in North America and the UK.”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “Especially in East Asian Confucian contexts, learners are often expected to remain quiet and passive, receiving wisdom from the teacher (Hau & Ho, 2010), though this should.”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “Earlier studies with Chinese students also found that students generally viewed competence as malleable and able to be improved through hard work (Hau & Ho, 2010).”
The interaction between social goals and self-construal on achievement motivation (2013, background): “In a collectivistic culture, Chinese students have strong social reasons for wanting to achieve academically (Hau & Ho, 2010; Li, 2001, 2002; Tao & Hong, 2000; Yu, 1996).”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “Prior studies have also shown that the Chinese tend to attribute academic success to efforts rather than perceived competence, i.e. self-efficacy (Hau & Ho, 2010; Leung & Shek, 2015).”