An Examination of Factors Related to Taiwanese Adolescents' Reports of Avoidance Strategies

Autor/in	Shih, Shu-Shen
Titel	An Examination of Factors Related to Taiwanese Adolescents' Reports of Avoidance Strategies
Quelle	In: Journal of Educational Research, 102 (2009) 5, S.377-388 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Help Seeking; Student Attitudes; Learning Motivation; Grade 8; Metacognition; Junior High School Students; Intelligence; Student Surveys; Self Determination; Teacher Student Relationship; Academic Achievement; Parent Child Relationship; Taiwan + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schülerverhalten; Motivation for studies; Lernmotivation; School year 08; 8. Schuljahr; Schuljahr 08; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Intelligenz; Klugheit; Schülerbefragung; Selbstbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The author examined how Taiwanese junior high students' perceptions of autonomy support from teachers and parents as well as autonomous and controlled motivations were related to their implicit theories of intelligence. The author also attempted to determine the ability of these constructs to explain students' reports of avoidance strategies including self-handicapping, avoiding help seeking, and avoiding novelty. A total of 461 8th-grade students completed a self-report survey related to the variables of interest. Results lent support to the applicability of the self-determination theory perspective to non-Western cultures. Students who perceived higher levels of autonomy support from teachers displayed more adaptive achievement striving than did their counterparts perceiving lower levels of autonomy support in the learning environment. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10