A structural model of conceptions of learning, achievement motivation and learning strategies of Hong Kong teacher education students

Literature findings suggest that conceptions of learning, achievement motivation and learning strategies are related but how they are related need further examination. In the present study, a questionnaire comprising three inventories to measure conceptions of learning, culturally oriented achievement motivation and learning strategies was administered to 251 preservice teacher education students in Hong Kong. Analysis was conducted by testing a structural model on selected categories of conceptions of learning (learning as an increase in knowledge and learning as personal fulfillment), culturally oriented achievement motivation and learning strategies. Satisfactory goodness of fit index was obtained with the proposed model. Path analysis showed that the conception “learning as an increase in knowledge” was positively and significantly related to social oriented achievement motivation, deep strategy and surface strategy. The conception “learning as personal fulfillment” was positively and significantly related to individual oriented achievement motivation but negatively and significantly related to social oriented achievement motivation. Individual oriented achievement motivation was positively and significantly related to deep strategy but negatively and significantly related to surface strategy. Implications for learning and teaching were drawn based on the model results.