A Longitudinal Study of Hong Kong Chinese University Students' Academic Causal Attributions, Self-Concept, Learning Approaches, and Their Causal Effects on Achievement.

Autor/in	Yin, Lai Po
Titel	A Longitudinal Study of Hong Kong Chinese University Students' Academic Causal Attributions, Self-Concept, Learning Approaches, and Their Causal Effects on Achievement.
Quelle	(1999), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attitude Change; Attribution Theory; Causal Models; Cognitive Style; College Students; Foreign Countries; Higher Education; Intellectual Disciplines; Learning; Longitudinal Studies; Self Concept; Student Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Schulleistung; Attitudinal change; Einstellungsänderung; Kausalanalyse; Cognitive styles; Kognitiver Stil; Collegestudent; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Schülerverhalten; Hongkong
Abstract	The longitudinal changes in the causal attributions, academic self-concept, and learning approaches of 549 university students in Hong Kong were studied. Students were enrolled in two different disciplines: language/health studies (n=272) and construction/engineering (n=277). Measurements of causal dimensions, academic self-concept, learning approaches, and achievement were obtained on two occasions with an interval of about 6 months. Causal dimensions, academic self-concept, and learning approaches showed significant change over time for the sample. In general, students exhibited a decrease in internal attributions and a drop in deep approach to learning. The construction and engineering group tended to be less internal in attribution and less deep in learning approach than the language and health studies group. Overall, the causal influence of the variables of attribution, self-concept, and learning approaches on academic achievement, although significant, was relatively weak. (Contains 1 figure, 8 tables, and 39 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC