Studies of learner’s self-concept and school motivation have often used samples of students who are successful in remaining at school. Few studies have examined the self-concept and motivation of dropouts and failed students. Responses to a survey were collected from Hong Kong students in 7th, 9th, and 11th grades and students who failed in the territory-wide standardized test upon completion of high school. Analysis of variance found that in 4 school motivation (Task, Effort, Competition and Praise) and 2 self-concept constructs (Competency and Affect), the students who failed in the standardized test but were subsequently doing continuing education scored significantly higher than the 11th grade students. These results cast doubt on the assumption that failing students are not intrinsically motivated, not ambitious enough to achieve extrinsically motivating performance, and are low in their self-concepts. Further research should investigate whether the boosted self-ratings were due to continuing education.
|Publication status||Published - Aug 2002|
CitationWong, E. K. P., & Yeung, A. S. (2002, August). Motivation and self-concept of continuing education students who failed in high school. Paper presented at the 2nd International Biennial SELF Research Conference: Self-concept Research: Driving International Research Agendas, Sydney, New South Wales.
- Teacher Education
- Teacher Education and Professional Development