Literaturnachweis - Detailanzeige
| Autor/in | Wang, Jing |
|---|---|
| Titel | A Motivation Perspective on College Admission Reform in Shanghai: The Effect of Providing More Choices and Multiple Evaluation Criteria |
| Quelle | In: ECNU Review of Education, 5 (2022) 4, S.741-760 (20 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Wang, Jing) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2096-5311 |
| DOI | 10.1177/2096531120940327 |
| Schlagwörter | Foreign Countries; College Admission; Educational Change; Student Motivation; Learning; Student Behavior; Decision Making; Selection; High School Students; College Bound Students; China |
| Abstract | Purpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students' motivation and learning behaviors. Design/Approach/Methods: Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks. Students and teachers were purposively selected and interviewed. Findings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subject selection. A class shifting system was adopted. In response to the comprehensive evaluation criteria, more free time and club activities were offered so that students can develop their own interests in nonacademic areas. While the reform promoted some students' intrinsic motivation and mastery goals--that is, students reported their intention to develop interests and improve competences--some students made strategic decisions (e.g., avoiding choosing Physics, intensive preparation, and extracurricular academic tutoring) to maximize college admission possibilities at the cost of ignoring their personal interests. Originality/Value: This is a timely study that provides insights into school changes and impacts on students' learning in a changing educational context. Implications for future research and practices are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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