Examining Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms

Hongbiao YIN, Chi Kin John LEE, Zhonghua ZHANG

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This study examines Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms - student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students' intrinsic value, self-efficacy, and strategy use, reflecting some culture-specific features of students' self-regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students' motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward. Copyright © 2009 Taylor & Francis.

Original languageEnglish
Pages (from-to)685-700
JournalEducational Psychology
Volume29
Issue number6
DOIs
Publication statusPublished - 2009

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Hong Kong
Students
classroom
Learning
student
learning
school grade
questionnaire
Self Efficacy
teacher
community
self-efficacy

Citation

Yin, H., Lee, J. C. K., & Zhang, Z. (2009). Examining Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms. Educational Psychology, 29(6), 685-700.

Keywords

  • Motivational beliefs
  • Strategy use
  • Relational factors in classroom
  • Hong Kong