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- Publisher Website: 10.1080/01443410.2011.559310
- Scopus: eid_2-s2.0-79953890344
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Article: Temperament, personality and achievement goals among Chinese adolescent students
Title | Temperament, personality and achievement goals among Chinese adolescent students |
---|---|
Authors | |
Keywords | Achievement Goals Chinese Adolescents Personality Temperament The Big Five |
Issue Date | 2011 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp |
Citation | Educational Psychology, 2011, v. 31 n. 3, p. 339-359 How to Cite? |
Abstract | Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 ×2 achievement goal framework among 775 Chinese adolescent students. Confirmatory factor analysis showed that the 2 ×2 framework could be generalised to the Chinese context. Six of the nine temperament dimensions (e.g. activity level - general, flexibility-rigidity, and task orientation) significantly predicted mastery-approach, masteryavoidance, performance-approach and performance-avoidance goals. Neuroticism, extroversion and conscientiousness significantly predicted all the abovementioned four achievement goals; openness and agreeableness significantly predicted the mastery-orientated and performance-oriented achievement goals, respectively. Compared with temperament, personality was the stronger predictor for achievement goals. These results supported the posited relationship of 'hardwiring' variables to achievement goals in the conceptual model of achievement motivation. © 2011 Taylor & Francis. |
Persistent Identifier | http://hdl.handle.net/10722/175495 |
ISSN | 2023 Impact Factor: 3.6 2023 SCImago Journal Rankings: 1.333 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chen, C | en_US |
dc.contributor.author | Zhang, LF | en_US |
dc.date.accessioned | 2012-11-26T08:58:58Z | - |
dc.date.available | 2012-11-26T08:58:58Z | - |
dc.date.issued | 2011 | en_US |
dc.identifier.citation | Educational Psychology, 2011, v. 31 n. 3, p. 339-359 | en_US |
dc.identifier.issn | 0144-3410 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/175495 | - |
dc.description.abstract | Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 ×2 achievement goal framework among 775 Chinese adolescent students. Confirmatory factor analysis showed that the 2 ×2 framework could be generalised to the Chinese context. Six of the nine temperament dimensions (e.g. activity level - general, flexibility-rigidity, and task orientation) significantly predicted mastery-approach, masteryavoidance, performance-approach and performance-avoidance goals. Neuroticism, extroversion and conscientiousness significantly predicted all the abovementioned four achievement goals; openness and agreeableness significantly predicted the mastery-orientated and performance-oriented achievement goals, respectively. Compared with temperament, personality was the stronger predictor for achievement goals. These results supported the posited relationship of 'hardwiring' variables to achievement goals in the conceptual model of achievement motivation. © 2011 Taylor & Francis. | en_US |
dc.language | eng | en_US |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp | en_US |
dc.relation.ispartof | Educational Psychology | en_US |
dc.subject | Achievement Goals | en_US |
dc.subject | Chinese Adolescents | en_US |
dc.subject | Personality | en_US |
dc.subject | Temperament | en_US |
dc.subject | The Big Five | en_US |
dc.title | Temperament, personality and achievement goals among Chinese adolescent students | en_US |
dc.type | Article | en_US |
dc.identifier.email | Zhang, LF: lfzhang@hkucc.hku.hk | en_US |
dc.identifier.authority | Zhang, LF=rp00988 | en_US |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.1080/01443410.2011.559310 | en_US |
dc.identifier.scopus | eid_2-s2.0-79953890344 | en_US |
dc.identifier.hkuros | 273018 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-79953890344&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 31 | en_US |
dc.identifier.issue | 3 | en_US |
dc.identifier.spage | 339 | en_US |
dc.identifier.epage | 359 | en_US |
dc.identifier.isi | WOS:000289249400004 | - |
dc.publisher.place | United Kingdom | en_US |
dc.identifier.scopusauthorid | Chen, C=37080518800 | en_US |
dc.identifier.scopusauthorid | Zhang, LF=15039838600 | en_US |
dc.identifier.citeulike | 9128825 | - |
dc.identifier.issnl | 0144-3410 | - |