Multiple Goals in a Hong Kong Chinese Educational Context: An Investigation of Developmental Trends and Learning Outcomes

Autor/inn/en	Watkins, David; Hattie, John
Titel	Multiple Goals in a Hong Kong Chinese Educational Context: An Investigation of Developmental Trends and Learning Outcomes
Quelle	In: Australian Journal of Education, 56 (2012) 3, S.273-286 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Student Motivation; Outcomes of Education; Learning Strategies; Foreign Countries; Longitudinal Studies; Goal Orientation; Academic Achievement; Mastery Learning; Social Influences; Individual Characteristics; Trend Analysis; Secondary School Students; Hong Kong + Suchen Sie Ihr Suchwort? Schulische Motivation; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zielorientierung; Zielvorstellung; Schulleistung; Sozialer Einfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Trendanalyse; Sekundarschüler; Hongkong
Abstract	Social goals have also been proposed as important additions to mastery and performance goals in educational contexts, particularly in non-Western cultures but no study has yet tested the possibility that such goals can also combine with mastery and performance goals leading to superior learning outcomes. Longitudinal studies are also rare in this area. The effect of changing motivational groups has also seldom been examined. This study examines the academic achievement, learning strategies and self-attributes at two points of time of students from multiple motivational groups: mastery, performance and social. The findings demonstrate that the usual grouping of mastery and performance is incomplete as the impact of goals on achievement cannot be properly understood unless social goals are included, although about a third of students had none of these goals at all. Those in the higher groups for all three goals had higher sense of purpose, but only those in high mastery and performance (and thus not social) had a higher sense of self-reliance and intellectual self. It is likely that the various dimensions of social goals may be related importantly to various desirable outcomes. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10