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ERIC Number: ED433365
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
A Longitudinal Study of Hong Kong Chinese University Students' Academic Causal Attributions, Self-Concept, Learning Approaches, and Their Causal Effects on Achievement.
Yin, Lai Po
The longitudinal changes in the causal attributions, academic self-concept, and learning approaches of 549 university students in Hong Kong were studied. Students were enrolled in two different disciplines: language/health studies (n=272) and construction/engineering (n=277). Measurements of causal dimensions, academic self-concept, learning approaches, and achievement were obtained on two occasions with an interval of about 6 months. Causal dimensions, academic self-concept, and learning approaches showed significant change over time for the sample. In general, students exhibited a decrease in internal attributions and a drop in deep approach to learning. The construction and engineering group tended to be less internal in attribution and less deep in learning approach than the language and health studies group. Overall, the causal influence of the variables of attribution, self-concept, and learning approaches on academic achievement, although significant, was relatively weak. (Contains 1 figure, 8 tables, and 39 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong