The relationship among causal attributions, learning strategies and level of achievement: A Hong Kong Chinese study

Tak Fong Irene HO, Farideh SALILI, John Burville BIGGS, Kit Tai HAU

Research output: Contribution to journalArticle

Abstract

The relationship between causal attributions, motives and learning strategies and their influence as determinants of achievement was investigated. Two hundred and thirty seven grade 9 high- and low-achieving students from Anglo-Chinese schools responded to the Academic Achievement Attribution and Learning Process Questionnaires. Both groups attributed academic success and failure more to internal than external causes, but high achievers were higher on achieving motive and approach to learning and low achievers were higher on surface motive and approach. The results of path analysis revealed that the influence of attributions on achievement was mediated by students' motives and strategies for learning. Findings and implications are discussed in relation to the social and cultural context of Hong Kong. Descriptors: Causal attributions and learning strategies of Chinese students. Copyright © 1999 Routledge.
Original languageEnglish
Pages (from-to)44-58
JournalAsia Pacific Journal of Education
Volume19
Issue number1
DOIs
Publication statusPublished - 1999

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learning strategy
attribution
Hong Kong
student
academic success
path analysis
academic achievement
learning
learning process
school grade
determinants
cause
questionnaire
school
Group

Citation

Ho, I. T., Salili, F., Biggs, J. B., & Hau, K.-T. (1999). The relationship among causal attributions, learning strategies and level of achievement: A Hong Kong Chinese study. Asia Pacific Journal of Education, 19(1), 44-58.