The Influence of Culture and Context on Students’ Motivational Orientation and Performance

By F. Salili, Chi-Yue Chiu, S. Lai. 2001

242 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/db49565246b6ad02e4ac7a986fd599da9f47db73

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study (2007, result): “For example, in a recent study Salili, Chiu, and Lai (2001) demonstrated important differences in motivation and performance between Hong Kong Chinese and Canadian Chinese students, and between Chinese students and European Canadian students.”
Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students (2013, result): “Specifically, several cross-cultural studies about self-efficacy beliefs claimed Chinese students were more likely to report lower levels of self-efficacy beliefs when compared to European and American students (Earley, 1999; Eaton & Dembo, 1997; Salili et al., 2001; Scholz et al., 2002; Schwarzer &”
Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy (2014, background): “Notably, academic self-efficacy has also been found to be positively associated with learning goals, test performance, achievement, and adjustment (Chemers, Hu, & Garcia, 2001; Salili et al., 2001; Zhang, 2004).”
Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students (2015, background): “Therefore, both mastery and performance-approach goals are considered important for Chinese from a sociocultural perspective (Lau & Lee, 2008; Salili et al., 2001; Salili & Lai, 2003, Tao & Hong, 2000).”
Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A cross‐cultural comparison (2007, background): “Different cultures value education in different ways, and these different values influence the upbringing and education of children (Salili, Chiu, & Lai, 2001 ).”
Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment (2009, background): “Similarly, Salili, Chiu, and Lai (2001) found that students who were confident and motivated to learn, spent more time and effort and achieved higher levels of performance than those who were not confident and motivated.”
THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES (2015, background): “Similarly, Salili, Chiu, and Lai (2001) claimed that learners having high self-confidence and high learning motivation might make more effort to achieve better compared to those who are not confident and unmotivated.”
Relationship of Study Strategies and Academic Performance in Different Learning Phases of Higher Education in Hong Kong (2005, result): “For example, in a recent study, Salili, Chiu, and Lai (2001) observed that there were important differences in student motivation and performance among Chinese students from Hong Kong and Canada, as well as the European Canadian students.”