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Article: The role of social-academic goals in Chinese students’ self-regulated learning
Title | The role of social-academic goals in Chinese students’ self-regulated learning |
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Authors | |
Keywords | Academic achievement goals Parent-oriented goals Self-regulated learning Social status goals Social-academic goals |
Issue Date | 2019 |
Publisher | Springer Netherlands. The Journal's web site is located at http://www.springer.com/psychology/child+%26+school+psychology/journal/10212 |
Citation | European Journal of Psychology of Education, 2019, v. 34 n. 3, p. 579-600 How to Cite? |
Abstract | The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage contexts, social-academic goals may also play an important, yet unexamined role in SRL. This study examined the association between social-academic goals and SRL. We tested a hierarchical model which posited higher-order social-academic goals (social reasons for doing well academically: parent-oriented goals and social status goals) as predictors of lower-order academic achievement goals (specific concrete aims: mastery goals and performance goals), which in turn predicted SRL strategy use. Participants were 11th-grade students from a developed metropolitan area (n = 449) and an underdeveloped rural area (n = 553) in China. Structural equation modeling showed that social status goals were significantly associated with mastery goals and that parent-oriented goals were positively associated with performance-avoidance goals across both groups. Students’ social status goals had an indirect effect on SRL strategy use through academic achievement goals, while parent-oriented goals had a direct effect on SRL strategy use. Reasons for the findings and implications for motivating students in collectivist contexts are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/263418 |
ISSN | 2023 Impact Factor: 2.7 2023 SCImago Journal Rankings: 1.161 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Wang, J | - |
dc.contributor.author | King, RB | - |
dc.contributor.author | Rao, N | - |
dc.date.accessioned | 2018-10-22T07:38:34Z | - |
dc.date.available | 2018-10-22T07:38:34Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | European Journal of Psychology of Education, 2019, v. 34 n. 3, p. 579-600 | - |
dc.identifier.issn | 0256-2928 | - |
dc.identifier.uri | http://hdl.handle.net/10722/263418 | - |
dc.description.abstract | The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage contexts, social-academic goals may also play an important, yet unexamined role in SRL. This study examined the association between social-academic goals and SRL. We tested a hierarchical model which posited higher-order social-academic goals (social reasons for doing well academically: parent-oriented goals and social status goals) as predictors of lower-order academic achievement goals (specific concrete aims: mastery goals and performance goals), which in turn predicted SRL strategy use. Participants were 11th-grade students from a developed metropolitan area (n = 449) and an underdeveloped rural area (n = 553) in China. Structural equation modeling showed that social status goals were significantly associated with mastery goals and that parent-oriented goals were positively associated with performance-avoidance goals across both groups. Students’ social status goals had an indirect effect on SRL strategy use through academic achievement goals, while parent-oriented goals had a direct effect on SRL strategy use. Reasons for the findings and implications for motivating students in collectivist contexts are discussed. | - |
dc.language | eng | - |
dc.publisher | Springer Netherlands. The Journal's web site is located at http://www.springer.com/psychology/child+%26+school+psychology/journal/10212 | - |
dc.relation.ispartof | European Journal of Psychology of Education | - |
dc.rights | This is a post-peer-review, pre-copyedit version of an article published in European Journal of Psychology of Education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10212-018-0404-y | - |
dc.subject | Academic achievement goals | - |
dc.subject | Parent-oriented goals | - |
dc.subject | Self-regulated learning | - |
dc.subject | Social status goals | - |
dc.subject | Social-academic goals | - |
dc.title | The role of social-academic goals in Chinese students’ self-regulated learning | - |
dc.type | Article | - |
dc.identifier.email | Rao, N: nrao@hku.hk | - |
dc.identifier.authority | Rao, N=rp00953 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1007/s10212-018-0404-y | - |
dc.identifier.scopus | eid_2-s2.0-85053603046 | - |
dc.identifier.hkuros | 294879 | - |
dc.identifier.volume | 34 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 579 | - |
dc.identifier.epage | 600 | - |
dc.identifier.isi | WOS:000475675400005 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 0256-2928 | - |