Academic achievement of Hong Kong Chinese students: Motivational perspective

Wing Yi Rebecca CHENG, Wing Kai FUNG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Hong Kong Chinese students have been recognized for their outstanding academic achievement in international standardized tests. This phenomenon is analyzed from the motivational perspective, contextualized within cultural and educational environments. Within the framework of social-cognitive theories of motivation, including multiple goal orientation, effort attribution and growth mindset, Hong Kong Chinese students pursue adaptive motivational beliefs that have led to their outstanding academic performance. Despite their academic excellence, Hong Kong Chinese students are vulnerable to emotional problems. Such a paradox can be explained by the motivational beliefs that appear to be double-edged swords. Strategies to enhance students' motivation and psychological well-being are discussed. Copyright © 2018 selection and editorial matter, Michael C.W. Yip; individual chapters, the contributors.
LanguageEnglish
Title of host publicationCognition, metacognition and academic performance: An East Asian perspective
EditorsMichael C. W. YIP
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Pages40-52
ISBN (Electronic)9781315618616
ISBN (Print)9781138668461
DOIs
Publication statusPublished - 2018

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academic achievement
Hong Kong
student
cognitive theory
attribution
well-being
performance

Citation

Cheng, R. W.-Y., & Fung, W.-K. (2018). Academic achievement of Hong Kong Chinese students: Motivational perspective. In M. C. W. Yip (Ed.), Cognition, metacognition and academic performance: An East Asian perspective (pp. 40-52). Abingdon, Oxon: Routledge.