Achievement Motivation among Chinese and Australian School Students: Assessing Differences of Kind and Differences of Degree

Autor/inn/en	Martin, Andrew J.; Hau, Kit-Tai
Titel	Achievement Motivation among Chinese and Australian School Students: Assessing Differences of Kind and Differences of Degree
Quelle	In: International Journal of Testing, 10 (2010) 3, S.274-294 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
Schlagwörter	Foreign Countries; Achievement Need; Student Motivation; Learner Engagement; Factor Structure; Reliability; Gender Differences; Age Differences; Correlation; Outcomes of Education; Cross Cultural Studies; Early Adolescents; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Faktorenstruktur; Reliabilität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Lernleistung; Schulerfolg; Cultural comparison; Kulturvergleich; Australien; Hongkong
Abstract	The present study explored motivation and engagement among Chinese and Australian school students. Based on a sample of 528 Hong Kong Chinese 12-13 year olds and an archive sample of 6,366 Australian 12-13 year olds, achievement motivation was assessed using the Motivation and Engagement Scale-High School (MES-HS). Confirmatory factor analysis and structural equation modeling using LISREL found that, across Chinese and Australian students, there was similar factor structure, reliability, correlations with educational outcomes, and gender and age effects--suggesting there are no fundamental differences of "kind" between the two cultures. There were, however, differences of "degree" in that Australian students reported significantly higher levels of adaptive achievement motivation and significantly lower levels of maladaptive achievement motivation. It is concluded that although Australian students have higher levels of reported achievement motivation than Chinese students on a number of dimensions, the two groups' fundamental orientation does not appear to be markedly different in terms of motivation structure, profile, and relationships. This holds implications for cross-cultural motivation assessment, data analysis, and programmatic intervention aimed at enhancing (and sustaining) students' achievement motivation in different cultural and national contexts. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10