Literaturnachweis - Detailanzeige
Autor/inn/en | Guo, Meng; Leung, Frederick K. S. |
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Titel | Achievement Goal Orientations, Learning Strategies, and Mathematics Achievement: A Comparison of Chinese Miao and Han Students |
Quelle | In: Psychology in the Schools, 58 (2021) 1, S.107-123 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Guo, Meng) ORCID (Leung, Frederick K. S.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.22424 |
Schlagwörter | Foreign Countries; Ethnicity; Correlation; Goal Orientation; Learning Strategies; Mathematics Achievement; Grade 5; Grade 6; Predictor Variables; Mastery Learning; Competency Based Education; China Ausland; Ethnizität; Korrelation; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Prädiktor; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode |
Abstract | This study compared the relationships between the goal orientations, learning strategies, and mathematics achievement of Chinese Miao and Han students. A total of 211 Han and 321 Miao fifth- and sixth-grade students from Qiandongnan participated in the study. The results suggest that, in both samples, mastery orientation positively predicted the use of surface/deep learning strategies and mathematics achievement, and that performance-approach orientation significantly predicted the use of surface strategies. Ethnic differences were also detected. The positive relationship of the performance-approach orientation to deep strategies was stronger among the Han than the Miao students. Overall, our findings confirm that goal orientations have an important influence on Chinese students' strategy use and achievement and that ethnic differences affect the patterns of these relationships. Possible explanations for the results and the practical implications for school practitioners are discussed. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |