The relationship between motives, learning strategies, attributions for success and failure and level of achievement among secondary school students in Hong Kong

1990 ◽  
Author(s):  
Tak-fong, Irene Chan Ho
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Students ◽  
The Relationship

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

scholarly journals Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6752 ◽  
Author(s):  
Enric Ortega-Torres ◽  
Joan-Josep Solaz-Portoles ◽  
Vicente Sanjosé-López
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Science Achievement ◽  
Secondary School Students ◽  
Management Strategies ◽  
The Self ◽  
School Students ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

scholarly journals Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students

2018 ◽  
Vol 41 (4) ◽  
pp. 369-385 ◽  
Author(s):  
Alejandro Veas ◽  
Juan-Luis Castejón ◽  
Colm O’Reilly ◽  
Albert Ziegler
Keyword(s):  
Parental Involvement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Achievement ◽  
Gifted Students ◽  
Research Strategies ◽  
School Students ◽  
Educational Capital ◽  
The Relationship

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed.

scholarly journals Breakfast frequency inversely associated with BMI and body fatness in Hong Kong Chinese children aged 9–18 years

2011 ◽  
Vol 106 (5) ◽  
pp. 742-751 ◽  
Author(s):  
H. K. So ◽  
E. A. S. Nelson ◽  
Albert M. Li ◽  
G. S. Guldan ◽  
J. Yin ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Students ◽  
Chinese Children ◽  
Dietary Behaviour ◽  
Hong Kong Chinese ◽  
School Students ◽  
Hong Kong Chinese Children ◽  
Prevalence Of Obesity ◽  
The Relationship

The present study assessed the relationship between breakfast frequency and measures of obesity in Hong Kong Chinese children aged 9–18 years. A total of 11 570 children (50 % boys) underwent anthropometric measurements and completed a simple self-administered dietary behaviour questionnaire. Their parents completed a questionnaire providing demographic information. Breakfast frequency was assessed by a single question, ‘How many days over the past week did you have breakfast?’ Children were categorised into three groups: skippers (ate breakfast 0–2 times/week); semi-skippers (ate breakfast 3–4 times/week); non-skippers (ate breakfast 5–7 times/week), to assess all associated characteristics. Of the 3644 primary and 7926 secondary school students, 8 % (8·7 % of boys and 6·9 % of girls) and 14 % (14 % of boys and 15 % of girls), respectively, were breakfast skippers. The prevalence of obesity among breakfast skippers, semi-skippers and non-skippers was, respectively, 9·8, 10·6 and 3·8 % (P < 0·001) for primary school students and 3·9, 3·1 and 2·4 % (P < 0·001) for secondary school students. The 12 % of Hong Kong children aged 9–18 years who skipped breakfast had higher BMI, BMI z-scores and percentage of body fat (PBF) than their counterparts. The dose effects of breakfast frequency (unstandardised regression coefficient, P < 0·001) on BMI and PBF were, respectively, − 0·125 kg/m2 and − 0·219 % for boys and − 0·165 kg/m2 and − 0·353 % for girls, adjusting for physical activity per additional breakfast meal per week. Further study is recommended to elucidate whether regular breakfast consumption may have a role in the prevention of childhood obesity.

scholarly journals Could Meaning in Life Contribute to Adolescents’ Vocational Commitment and Identity? A Longitudinal Analysis in Different Chinese Cultures

2018 ◽  
Vol 12 ◽  
Author(s):  
Mengting Li ◽  
Weiqiao Fan ◽  
Fanny M. Cheung ◽  
Qian Wang
Keyword(s):  
Hong Kong ◽  
Career Development ◽  
Secondary School ◽  
Meaning In Life ◽  
Secondary School Students ◽  
Vocational Identity ◽  
School Students ◽  
Local Contexts ◽  
Vocational Exploration ◽  
The Relationship

This longitudinal study investigated the contributions of Chinese secondary school students’ meaning in life in Grade 10 to vocational identity in Grade 12 in different Chinese settings. Whether vocational exploration and commitment reported by students (VECS) in Grade 11, and the vocational exploration and commitment reported by parents (VECP) of the students mediate the above link was examined as well. Participants comprised 435 students and their parents/guardians from Hong Kong, 422 students and their parents/guardians from urban Shanghai, and 308 students and their parents/guardians from rural Zhejiang. Partial mediation of the VECS in the relationship between meaning in life and vocational identity was significant in the Shanghai and Zhejiang rural samples. In the Hong Kong sample, the VECP was significantly predicted by meaning in life and could predict vocational identity. Associations between parental perceptions of vocational commitment and adolescents’ own career development might therefore be weaker than previously believed. The pattern of the relationships between meaning in life, vocational commitment and identity, and the influence of parents on adolescents’ career development in different Chinese local contexts are discussed herein.

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