Goal orientations, study strategies and achievement of Hong Kong teacher education student

Kwok Wai CHAN, Man Tak LEUNG, Po Yin Miranda LAI

Research output: Contribution to conferencePaper

Abstract

This study examined the interrelationship among achievement goals, study strategies and achievement of 473 students in a Hong Kong tertiary institution by means of questionnaire survey. Correlational analyses showed that performance goal was significantly and positively related to both surface and deep strategies while learning goal was significantly and positively related to deep strategy but negatively related to surface strategy. However there was no significant relation between achievement and goals or achievement and study strategies held by the sample. The results validated the applicability of an adapted instrument developed in western countries to measure achievement goal orientations in the Hong Kong context. It also gave support to the western findings that students who hold learning goals usually adopt a deep approach of study while students who are performance goal orientated tend to be shallow in study approach. Nevertheless, it was interesting to find that achievement was not significantly related to either the goals or study strategies held by students in the sample. The results were in contrast to the usual assumption that students who are performance goal oriented and adopt shallow approach in study would score low in academic achievement. Further investigation would be necessary to verify the effects of these variables on achievement of students.
Original languageEnglish
Publication statusPublished - 2004

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Hong Kong
teacher
education
student
study goal
performance
learning strategy
academic achievement
questionnaire
learning

Citation

Chan, K.-W., Leung, M.-T., & Lai, P.-Y. (2004, November). Goal orientations, study strategies and achievement of Hong Kong teacher education student. Paper presented at the Australian Association for Research in Education (AARE) Conference, Melbourne, Australia.