Is western research on classroom environments and their effects on students' motivation and achievement goals applicable to Chinese students in the Asian context? A case study comparing the motivation orientation and academic self-concept of students in two types of primary schools (international schools and local schools) in Hong Kong

The applicability of western research findings on classroom environments and their effects on students’ motivation in the Asian context has long been an interest. This interest has increased as a growing number of Hong Kong middle-class parents choose an alternative route for their children by sending them to international schools, which operate outside the mainstream education system. This trend creates a need for educators to understand the effects of different classroom environments on students’ learning. This paper reports a case study that set out to identify whether eighty Chinese students in Key stage 2 (aged 10-11) from the two types of schools (with different classroom environments) differed on their major motivational constructs. Results obtained are consistent with the predictions of western researches and suggest that classroom environments have a direct impact on Chinese students in exerting influence on their goal adoption, learning attitudes and behavior. Copyright © 2004 Hawaii International Conference on Education.