1
|
Zhou HY, Liu JY, Deng C. Trajectories of Perceived Parental Psychological Control and the Longitudinal Associations with Chinese Adolescents' School Adjustment across High School Years. J Youth Adolesc 2024:10.1007/s10964-024-01995-8. [PMID: 38740644 DOI: 10.1007/s10964-024-01995-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Accepted: 04/26/2024] [Indexed: 05/16/2024]
Abstract
Past research supports the detrimental effects of parental psychological control on adolescent school adjustment in both emotional and academic domains. However, how psychological control changes during adolescence, and how such developmental course is related to adolescent psychological well-being and academic functioning are unclear. The direction of effects between parenting and child behaviors is also inconclusive. This 3-year longitudinal study addressed these research gaps by using five waves of survey data on 710 Chinese adolescents of high school ages (Mean age at T1 = 15.54 years, SD = 0.45, 50% males). Using latent growth curve models and latent class growth analysis, the majority of adolescents (about 63%) reported gradual increases of parental psychological control in the first 2 years of high school but a slight decline afterwards, while the other 37% perceived low and stable levels. Results from parallel latent growth modeling suggested that trajectories of psychological control were positively related to developmental trends of internalizing problems (i.e., depression and anxiety) and maladaptive academic functioning, but negatively associated with the trajectory of adaptive academic functioning, as indexed by intercept-intercept and slope-slope associations. The random-intercept cross-lagged models further revealed that psychological control was predictive of adolescent anxiety and lower adaptive academic functioning, and bidirectionally associated with maladaptive academic-related beliefs and behaviors at the within-person level. Taken together, these findings highlight the crucial role of parental psychological control on adolescent school adjustment in the Chinese cultural context and support the reciprocal model of parent-child interactions.
Collapse
Affiliation(s)
- Han-Yu Zhou
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Shanghai Changning Mental Health Centre, Shanghai, China
| | - Jia-Yun Liu
- Shanghai Key Laboratory of Brain Functional Genomics, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Ciping Deng
- Shanghai Changning Mental Health Centre, Shanghai, China.
- Shanghai Key Laboratory of Brain Functional Genomics, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
| |
Collapse
|
2
|
Xu J. Taking a person-centered approach to student homework motivation: combining achievement goal and expectancy-value theories. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04044-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
3
|
Xu J, Du J, Wang C. A psychometric evaluation of online homework goal orientation scale. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00953-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
4
|
Xu J. High level cognitive strategies scale for middle school students: A psychometric evaluation. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00786-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
5
|
Zheng H, Dong Y, Sun Y, Yang J, Yuan C, Wang J, Dong W. Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit-Hyperactivity Disorder Students' Scientific Ability and Motivation. Front Psychol 2021; 12:747961. [PMID: 35002845 PMCID: PMC8732764 DOI: 10.3389/fpsyg.2021.747961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Accepted: 11/25/2021] [Indexed: 11/15/2022] Open
Abstract
This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit-hyperactivity disorder (ADHD) students' astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students' science knowledge learning abilities.
Collapse
Affiliation(s)
- Haoyuan Zheng
- Department of Teacher Education, Guangzhou Huashang College, Guangzhou, China
- Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China
| | - Yang Dong
- Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China
- Department of English, Hainan University, Haikou, China
| | - YuanKe Sun
- Department of Science and Environmental Studies, Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Jie Yang
- Department of English, Hainan University, Haikou, China
| | - Chongbo Yuan
- Department of Chinese Studies, Hong Kong Open University, Hong Kong, Hong Kong SAR, China
| | - JinDao Wang
- Department of Teacher Education, Guangzhou Huashang College, Guangzhou, China
| | - Weiyang Dong
- Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China
| |
Collapse
|
6
|
Guo M, Wang L, Day J, Chen Y. The Relations of Parental Autonomy Support, Parental Control, and Filial Piety to Chinese Adolescents' Academic Autonomous Motivation: A Mediation Model. Front Psychol 2021; 12:724675. [PMID: 34512480 PMCID: PMC8429619 DOI: 10.3389/fpsyg.2021.724675] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 08/09/2021] [Indexed: 11/15/2022] Open
Abstract
This study attempted to examine the mediating role of filial piety in the relationships between parental autonomy support and control and Chinese adolescents' academic autonomous motivation. A set of questionnaires were administered to 492 adolescent students at two senior high schools in Fuzhou, China. Confirmatory Factor Analysis and Structural Equation Modeling were employed to analyze the data. The results showed that reciprocal filial piety (RFP) fully mediated the relationships of parental autonomy support and behavioral control with adolescents' academic autonomous motivation. RFP did not significantly mediate the relationship between psychological control and academic autonomous motivation. Comparatively, authoritarian filial piety (AFP) did not play a significant mediating role in the relationship between the three parenting dimensions and adolescents' academic autonomous motivation. The findings provide a new perspective for understanding the relationship between parenting behaviors and Chinese adolescents' academic autonomous motivation.
Collapse
Affiliation(s)
- Mingchun Guo
- School of Psychology, Fujian Normal University, Fuzhou, China
| | - Long Wang
- School of Psychology, Fujian Normal University, Fuzhou, China
| | - Jamin Day
- School of Psychology, Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, QLD, Australia
- School of Creative Industries, College of Human and Social Futures, The University of Newcastle, Callaghan, NSW, Australia
| | - Yanhan Chen
- School of Psychology, South China Normal University, Guangzhou, China
| |
Collapse
|
7
|
Wang F, Leung SO, Jiang C. Psychometric Properties of Cognitive and Metacognitive Learning Strategies Scale Among Chinese Senior Secondary School Students. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021. [DOI: 10.1177/07342829211011806] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study aimed to investigate the validity of the Cognitive and Metacognitive Learning Strategies Scale (CMLSC) for mathematics learning in Chinese context. Exploratory and confirmatory factor analysis, reliability analysis, measurement invariance across gender groups, and criterion-related validity were conducted on 698 Chinese senior secondary school students. Results supported that the adapted CMLSC was reliable and valid. A bifactor model with one general and four specific factors (i.e., rehearsal, elaboration and organization, critical thinking, and metacognitive self-regulation) was found. Residual invariance across gender groups was also achieved. This adapted CMLSC is expected better to understand students’ mathematics learning strategies in Chinese culture.
Collapse
Affiliation(s)
- Faming Wang
- Faculty of Education, University of Macau, Macau, China
| | | | | |
Collapse
|
8
|
Xu J. Math homework purpose scale: Confirming the factor structure with high school students. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22507] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Jianzhong Xu
- Department of Counseling, Educational Psychology, and Foundations, Box 9727 Mississippi State University Mississippi State United States USA
- Faculty of Education University of Macau Macau China
| |
Collapse
|
9
|
Xu J, Du J, Wang C, Liu F, Huang B, Zhang M, Xie J. Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis. LEARNING AND MOTIVATION 2020. [DOI: 10.1016/j.lmot.2020.101677] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
|
10
|
Li Q, Xiang Y. How is childhood maltreatment linked to benign envy/malicious envy? The mediating role of self-esteem, authentic pride and hubristic pride. Personal Ment Health 2020; 14:376-387. [PMID: 32656932 DOI: 10.1002/pmh.1492] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 06/12/2020] [Accepted: 06/19/2020] [Indexed: 01/09/2023]
Abstract
OBJECTIVE This study aimed to investigate the role of pride and self-esteem in the relationship between childhood maltreatment and benign envy/malicious envy in Chinese college students. METHODS One thousand fifty-one Chinese college students completed the Childhood Trauma Questionnaire, the Rosenberg Self-Esteem Scale, the Authentic and Hubristic Pride-Proneness Scale and the Benign and Malicious Envy Scale, and the significance test of mediating variables was performed. RESULTS Self-esteem and hubristic pride independently mediated the relationship between childhood maltreatment and benign envy/malicious envy, authentic pride only played a mediating role in the relationship between childhood maltreatment and benign envy. More importantly, the model indicated that childhood maltreatment could influence benign envy/malicious envy through the chain mediating path of 'authentic pride-self-esteem' and 'hubristic pride-self-esteem'. CONCLUSIONS Authentic pride, hubristic pride and self-esteem might be the possible mechanisms through which childhood maltreatment influences benign envy/malicious envy in adulthood. This study provides insights into the role of pride and self-esteem in the childhood maltreatment-benign (malicious) envy link from the perspective of the learned helplessness theory. © 2020 John Wiley & Sons, Ltd.
Collapse
Affiliation(s)
- Qingyin Li
- Department of Psychology and Cognition and Human Behavior Key Laboratory of Hunan, Hunan Normal University, Changsha, China
| | - Yanhui Xiang
- Department of Psychology and Cognition and Human Behavior Key Laboratory of Hunan, Hunan Normal University, Changsha, China
| |
Collapse
|
11
|
Nemati P, Gawrilow C, Nuerk HC, Kühnhausen J. Self-Regulation and Mathematics Performance in German and Iranian Students of More and Less Math-Related Fields of Study. Front Psychol 2020; 11:489371. [PMID: 33192754 PMCID: PMC7661690 DOI: 10.3389/fpsyg.2020.489371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2019] [Accepted: 10/05/2020] [Indexed: 11/15/2022] Open
Abstract
Self-regulation is a multidimensional construct that is positively related to academic achievement, such as successful mathematics performance. However, this relation of self-regulation and mathematics performance has mainly been investigated in Western countries with similar cultural contexts, although self-regulation is assumed to be context-sensitive. Therefore, the present study investigated the relation of self-regulation and mathematics performance across two different countries (Germany vs. Iran) in college students. The relation of self-regulation and mathematics performance was expected to be weaker in students of math-related fields, such as Engineering/Informatics, as they are assumed to need less self-regulation to solve the mathematics problems than students of less math-related fields, such as Human Sciences. In total, 122 undergraduate students (German = 60; Iranian = 62) of Human Sciences or Engineering/Informatics participated in this study. We measured self-regulation with the Brief Self-Control Scale (Tangney et al., 2004) and mathematics performance with a complex multiplication test. Results showed that self-regulation did not predict multiplication performance in German or Iranian students, in general. However, when the field of study was considered, self-regulation predicted multiplication performance in the subgroup of German and Iranian students studying Human Sciences within each country. We conclude that cultural context does not seem to play a dominant role in moderating the relation between self-regulation and math performance, however, field of study and more generally familiarity with math may be an important factor to consider in single or cross-cultural studies.
Collapse
Affiliation(s)
- Parvin Nemati
- Department of Psychology, University of Tübingen, Tübingen, Germany
| | - Caterina Gawrilow
- Department of Psychology, University of Tübingen, Tübingen, Germany
- LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
| | - Hans-Christoph Nuerk
- Department of Psychology, University of Tübingen, Tübingen, Germany
- LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
| | - Jan Kühnhausen
- Department for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University of Tübingen, Tübingen, Germany
| |
Collapse
|
12
|
Bin Dayel S, Al Diab A, Abdelaziz A, Farghaly A, Al Ansari A. Validity of the motivated strategies for learning questionnaire in Saudi Arabia. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:309-315. [PMID: 30504525 PMCID: PMC6387767 DOI: 10.5116/ijme.5bec.81cf] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2018] [Accepted: 11/14/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVES To assess the construct validity and reliability of the motivation section of the Motivated Strategies for Learning Questionnaire in Saudi Arabia. METHODS A cross-sectional study using the Motivated Strategies for Learning Questionnaire (MSLQ) was conducted. The MSQL has essentially two sections: a motivation section and a learning strategies section. The motivation section, which consists of 31 items, was used. A total of 146 medical students who were all male completed the questionnaire. Confirmatory factor analysis was used to test the hypothesised factor structure, and to identify the validity and reliability of the motivation section of the MSQL. RESULTS A selected group of fit statistics showed that the hypothesised model did not fit the sample data fairly well. The Intrinsic Goal Orientation subscale consisted of 4 items (α = 0.75), the Extrinsic Goal Orientation subscale consisted of 4 items (α = 0.78), the Task Value subscale consisted of 6 items (α =0.86), the Control of Learning Beliefs consisted of 4 items (α =0.78), the Self-Efficacy for Learning and Performance consisted of 8 items (α =0.89), and the Test Anxiety consisted of 5 items (α =0.77). CONCLUSIONS It is concluded that the hypothesised model did not fit the data well. This may suggest that the motivation section of the MSQL may not work for Saudi Arabian students. However, this could be due to the fact that the sample data available on this study did not represent female students. Further work is required to establish this. Limitations of the study are discussed.
Collapse
Affiliation(s)
- Salman Bin Dayel
- Department of Dermatology, College of Medicine, Prince Sattam Bin Abdulaziz University, Saudi Arabia
| | - Abdurrahman Al Diab
- Department of Internal Medicine, College of Medicine, King Saud University, Saudi Arabia
| | - Adel Abdelaziz
- Department of Medical Education, College of Medicine, Prince Sattam Bin Abdulaziz University, Saudi Arabia
| | - Amira Farghaly
- Department of Medical Education, College of Medicine, Prince Sattam Bin Abdulaziz University, Saudi Arabia
| | - Ahmed Al Ansari
- Training and Education Department, Bahrain Defense Force, Bahrain
| |
Collapse
|
13
|
Xu J, Du J, Wu S, Ripple H, Cosgriff A. Reciprocal Effects Among Parental Homework Support, Effort, and Achievement? An Empirical Investigation. Front Psychol 2018; 9:2334. [PMID: 30555373 PMCID: PMC6284007 DOI: 10.3389/fpsyg.2018.02334] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Accepted: 11/07/2018] [Indexed: 11/23/2022] Open
Abstract
The present study investigates reciprocal influences of parental homework support, effort, and math achievement, using two waves of data from 336 9th-graders. Results revealed that higher prior autonomy-oriented support and homework effort resulted in higher subsequent achievement. Higher prior content-oriented support led to higher subsequent effort, but lower subsequent achievement. Additionally, higher prior effort led to higher subsequent autonomy-oriented support. Furthermore, our results supported the structural path invariance over gender. The current investigation advances extant research, by differentiating two forms of parental homework support (autonomy- and content-oriented support), and by showing their respective influences on subsequent homework effort and math achievement.
Collapse
Affiliation(s)
- Jianzhong Xu
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| | - Jianxia Du
- Faculty of Education, University of Macau, Taipa, Macau
| | - Shengtian Wu
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| | - Hailey Ripple
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| | - Amanda Cosgriff
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| |
Collapse
|
14
|
Reciprocal effects of homework self-concept, interest, effort, and math achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.09.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
15
|
Sun M, Du J, Xu J. Math homework purpose scale for preadolescents: a psychometric evaluation. CURRENT PSYCHOLOGY 2018. [DOI: 10.1007/s12144-018-9870-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
16
|
Cai D, Viljaranta J, Georgiou GK. Direct and indirect effects of self-concept of ability on math skills. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2017.11.009] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
17
|
Xu J. Homework Expectancy Value Scale for high school students: Measurement invariance and latent mean differences across gender and grade level. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.10.003] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
18
|
Sawitri DR, Creed PA. Perceived career congruence between adolescents and their parents as a moderator between goal orientation and career aspirations. PERSONALITY AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.paid.2014.12.061] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
19
|
Zhang B, Li YM, Li J, Li Y, Zhang H. The Revision and Validation of the Academic Motivation Scale in China. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2015. [DOI: 10.1177/0734282915575909] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students’ motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in China. The present study aimed to revise and validate AMS in China. The AMS was administered to 882 traditional high school students and 419 vocational high students. A retest was administered to 67 traditional high school students 2 months later. Confirmatory factor analysis (CFA) demonstrated that the seven-factor model fitted the data well in both samples. Further analysis revealed that each subscale showed satisfactory Cronbach’s alpha and test–retest reliability. The AMS also showed significant correlations with criteria such as basic psychological needs, school satisfaction, perceived autonomy in the classroom, and other motivational counterparts, demonstrating good criterion-related validity. Group comparison showed that traditional high school students were more intrinsically motivated, less extrinsically motivated, and less amotivated than vocational high school students, providing support for its discriminant validity. In conclusion, the Chinese version of AMS was psychometrically sound and could be applied in China.
Collapse
Affiliation(s)
- Bo Zhang
- Beijing Normal University, China
| | | | - Jian Li
- Beijing Normal University, China
- Beijing Key Laboratory of Applied Experimental Psychology, China
| | - Ye Li
- Beijing Normal University, China
| | - Houcan Zhang
- Beijing Normal University, China
- Beijing Key Laboratory of Applied Experimental Psychology, China
| |
Collapse
|
20
|
Xu J, Yuan R, Xu B, Xu M. Modeling students' time management in math homework. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.05.011] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
21
|
A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept. SPANISH JOURNAL OF PSYCHOLOGY 2013; 13:572-85. [DOI: 10.1017/s1138741600002250] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.
Collapse
|
22
|
Tsang SKM, Hui EKP, Law BCM. Self-efficacy as a positive youth development construct: a conceptual review. ScientificWorldJournal 2012; 2012:452327. [PMID: 22645423 PMCID: PMC3351108 DOI: 10.1100/2012/452327] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2011] [Accepted: 09/04/2011] [Indexed: 11/18/2022] Open
Abstract
Self-efficacy denotes people's beliefs about their ability to perform in different situations. It functions as a multilevel and multifaceted set of beliefs that influence how people feel, think, motivate themselves, and behave during various tasks. Self-efficacy beliefs are informed by enactive attainment, vicarious experience, imaginal experiences, and social persuasion as well as physical and emotional states. These beliefs are mediated by cognitive, motivational, affective, and selection processes to generate actual performance. Self-efficacy development is closely intertwined with a person's experiences, competencies, and developmental tasks in different domains at different stages in life. This paper reviews the literature to outline the definition and theoretical conceptualizations of the construct originally devised by Bandura that have flourished since the 1990s. Drawing from the studies of the construct to assess self-efficacy, and to inform positive youth development, the paper will present the determinants of the development of self-efficacy beliefs and identify the connection between self-efficacy and adolescent developmental outcomes. The paper will conclude with strategies to enhance youth self-efficacy and proposals for future research directions.
Collapse
Affiliation(s)
- Sandra K M Tsang
- Department of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong.
| | | | | |
Collapse
|
23
|
Mitchell AW, McConnell JR. A historical review of Contemporary Educational Psychology from 1995 to 2010. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2012. [DOI: 10.1016/j.cedpsych.2011.11.001] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
24
|
Jose PE, Bellamy MA. Relationships of Parents’ Theories of Intelligence With Children’s Persistence/Learned Helplessness. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2011. [DOI: 10.1177/0022022111421633] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study employed the learned helplessness paradigm to explore the possibility that culturally based parent beliefs influence the way in which young children approach academic tasks. Children, aged between 7 and 8 years, from New Zealand, the United States of America, China, and Japan participated in three different school-related tasks. Each of the tasks contained three levels, varying from easy to hard. Success was prevented for the medium and hard levels, allowing for exploration of child reactions to failure. The results revealed that parental support of the incremental theory of intelligence was indirectly and positively related to high child persistence in the Asian culture. Furthermore, parents’ reports of their own reactions to frustrating events and efforts to encourage their children operated as mediators in both cultures, although in somewhat different ways between the Asian and Western cultures.
Collapse
Affiliation(s)
- Paul E. Jose
- Victoria University of Wellington, Wellington, New Zealand
| | | |
Collapse
|
25
|
HENNING MA, SHULRUF B. ACADEMIC ACHIEVEMENT: CHANGES IN MOTIVATIONAL BELIEFS AND SELF-REGULATED LEARNING STRATEGIES OVER TIME. PSYCHOLOGIA 2011. [DOI: 10.2117/psysoc.2011.135] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
|
26
|
Law YK, Chan CKK, Sachs J. Beliefs about learning, self-regulated strategies and text comprehension among Chinese children. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 78:51-73. [PMID: 18269784 DOI: 10.1348/000709907x179812] [Citation(s) in RCA: 53] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Yin-kum Law
- The Faculty of Education, The University of Hong Kong, Hong Kong.
| | | | | |
Collapse
|
27
|
Bezzina FH. Investigating gender differences in mathematics performance and in self‐regulated learning. EQUALITY, DIVERSITY AND INCLUSION: AN INTERNATIONAL JOURNAL 2010. [DOI: 10.1108/02610151011074407] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe purpose of this paper is to investigate gender differences in mathematics performance and in self‐regulated learning (SRL) in Malta.Design/methodology/approachA representative sample of 400 Grade 11 students (aged 14‐15) attending Maltese mixed‐ability schools undertook a mathematics test and responded to a questionnaire. The resulting performance and SRL measures were used to answer four questions empirically.FindingsGirls performed significantly better than boys (r = 0.2) and this difference is mainly owing to the weaker performance of low‐achieving boys. While all SRL components identified by factor analysis (self‐efficacy, intrinsic value, test anxiety and SRL strategy use) produced a significant main effect on performance, girls reported greater use of SRL strategies, boys claimed to be more self‐efficacious and intrinsically motivated while no significant gender difference was reported for test anxiety. Finally, the students' use of SRL strategies accounts for the differential performance in mathematics of Maltese boys and girls.Originality/valueThis empirical study confirms that gender differences constitute a potentially important source of variation in students' mathematics performance and in their SRL. The issue of increasing the students' use of SRL strategies emerges as a possible strategy aimed at combating gender differences in mathematics performance as well as the underachievement of students, particularly that of the low‐achieving boys in Maltese secondary schools.
Collapse
|
28
|
Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV). EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2010. [DOI: 10.1007/s10212-009-0009-6] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
29
|
Homework self-regulation: Grade, gender, and achievement-level differences. LEARNING AND INDIVIDUAL DIFFERENCES 2009. [DOI: 10.1016/j.lindif.2008.11.009] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
30
|
Ho IT, Hau K. Academic achievement in the Chinese context: The role of goals, strategies, and effort. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2008; 43:892-7. [DOI: 10.1080/00207590701836323] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
31
|
Judge TA, Jackson CL, Shaw JC, Scott BA, Rich BL. Self-efficacy and work-related performance: The integral role of individual differences. JOURNAL OF APPLIED PSYCHOLOGY 2007; 92:107-27. [PMID: 17227155 DOI: 10.1037/0021-9010.92.1.107] [Citation(s) in RCA: 226] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
The present study estimated the unique contribution of self-efficacy to work-related performance controlling for personality (the Big 5 traits), intelligence or general mental ability, and job or task experience. Results, based on a meta-analysis of the relevant literatures, revealed that overall, across all studies and moderator conditions, the contribution of self-efficacy relative to purportedly more distal variables is relatively small. Within moderator categories, there were several cases in which self-efficacy made unique contributions to work-related performance. For example, self-efficacy predicted performance in jobs or tasks of low complexity but not those of medium or high complexity, and self-efficacy predicted performance for task but not job performance. Overall, results suggest that the predictive validity of self-efficacy is attenuated in the presence of individual differences, though this attenuation does depend on the context.
Collapse
Affiliation(s)
- Timothy A Judge
- Department of Management, Warrington College of Business, University of Florida, Gainesville, FL 32611-7165, USA.
| | | | | | | | | |
Collapse
|
32
|
House JD. Mathematics beliefs and achievement of elementary school students in Japan and the United States: results from the Third International Mathematics and Science Study. The Journal of Genetic Psychology 2006; 167:31-45. [PMID: 16629402 DOI: 10.3200/gntp.167.1.31-45] [Citation(s) in RCA: 33] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. O. Martin, 2000). In this study, the author examined relationships between mathematics beliefs and achievement of elementary school-aged students in the United States and Japan. The students had participated in the Third International Mathematics and Science Study (TIMSS; A. E. Beaton et al., 1996). The author examined several self-beliefs and used variance estimation techniques for complex sampling designs. The author identified a number of significant relationships between self-beliefs and mathematics achievement. Students who attributed success in mathematics to controllable factors (e.g., hard work, studying at home) showed higher test scores whereas students who attributed success in mathematics at school to external factors (e.g., good luck) tended to earn lower mathematics test scores. These results extend the findings of previous research results because the author examined large national samples of students in cross-cultural settings as part of a comprehensive international assessment.
Collapse
Affiliation(s)
- J Daniel House
- Office of Institutional Research, Northern Illinois University, DeKalb, IL 60115, USA.
| |
Collapse
|
33
|
Chen JJL. Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement: The Mediating Role of Academic Engagement. ACTA ACUST UNITED AC 2005; 131:77-127. [PMID: 16779945 DOI: 10.3200/mono.131.2.77-127] [Citation(s) in RCA: 130] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and teachers helped to collect data based on these adolescents' responses to a self-report questionnaire, consisting of a demographic profile and 4 scales assessing their self-perceptions of the extent of parental, teacher, and peer support, and their own academic engagement. Academic achievement was measured by self-reported grades in math, English, and Chinese. Structural equation modeling analyses revealed that adolescents' perceived parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. The strength of the relationships, however, varied by support system, with perceived teacher support to achievement being the strongest, followed closely by perceived parental support, and then perceived peer support. In addition, both perceived parental support and perceived teacher support were directly related to academic achievement. However, perceived teacher support made the most total (direct and indirect) contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. However, the negative, direct influence of perceived peer support canceled out its positive, indirect influence on academic achievement.
Collapse
Affiliation(s)
- Jennifer Jun-Li Chen
- Kean University, Department of Early Childhood Education and Family Studies, NJ 07083, USA.
| |
Collapse
|
34
|
SACHS J, LAW YK, CHAN CKK. AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE AND THE LEARNING PROCESS QUESTIONNAIRE. PSYCHOLOGIA 2002. [DOI: 10.2117/psysoc.2002.193] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
|
35
|
SACHS J, LAW YK, CHAN CKK, RAO N. A NONPARAMETRIC ITEM ANALYSIS OF THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE—CHINESE VERSION. PSYCHOLOGIA 2001. [DOI: 10.2117/psysoc.2001.197] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
|