NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856440
Record Type: Journal
Publication Date: 2009-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0144-3410
Examining Hong Kong Students' Motivational Beliefs, Strategy Use and Their Relations with Two Relational Factors in Classrooms
Yin, Hongbiao; Lee, John C. K.; Zhang, Zhonghua
Educational Psychology, v29 n6 p685-700 Oct 2009
This study examines Hong Kong students' motivational beliefs, strategy use and their relations with two relational factors in classrooms--student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students' intrinsic value, self-efficacy, and strategy use, reflecting some culture-specific features of students' self-regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students' motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward. (Contains 4 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire