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Autor/inn/enGuo, Meng; Leung, Frederick K. S.
TitelAchievement Goal Orientations, Learning Strategies, and Mathematics Achievement: A Comparison of Chinese Miao and Han Students
QuelleIn: Psychology in the Schools, 58 (2021) 1, S.107-123 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Guo, Meng)
ORCID (Leung, Frederick K. S.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0033-3085
DOI10.1002/pits.22424
SchlagwörterForeign Countries; Ethnicity; Correlation; Goal Orientation; Learning Strategies; Mathematics Achievement; Grade 5; Grade 6; Predictor Variables; Mastery Learning; Competency Based Education; China
AbstractThis 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).
AnmerkungenWiley. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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