Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students
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AbstractThe purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students' academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information on students' beliefs about their goal orientations, theories of intelligence and their college grade point averages. The data were analysed using structural equation modelling. The results suggest that beliefs in the incremental theory of intelligence contribute to students' academic achievements by facilitating their endorsement of mastery goals and performance-approach goals. Students' performance-avoidance goals have a negative association with academic success. Cultural factors and considerations are addressed to clarify further the culture-specific findings.
All Author(s) ListChen WW, Wong YL
Journal nameEducational Psychology
Volume Number35
Issue Number6
Pages714 - 725
LanguagesEnglish-United Kingdom
Keywordsacademic achievement; goal orientations; theories of intelligence
Web of Science Subject CategoriesEducation & Educational Research; Psychology; Psychology, Educational

Last updated on 2021-28-11 at 00:33