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Motivation and Engagement in the 'Asian Century': A Comparison of Chinese Students in Australia, Hong Kong, and Mainland China
- Source :
-
Educational Psychology . 2014 34(4):417-439. - Publication Year :
- 2014
-
Abstract
- The present study investigated multidimensional motivation and engagement among Chinese middle school students in Australia (N?=?273), Hong Kong (N?=?528), and Mainland China (N?=?2106; randomly selected N?=?528). Findings showed that a multidimensional model of motivation and engagement fit very well for all three groups. Multi-group invariance tests showed that the number of factors, factor loadings, factor correlations and item uniquenesses were invariant across the three groups -- as were inter-correlations with a set of cognate correlates (class participation, school enjoyment, positive intentions, academic buoyancy) -- hence no differences of "kind". However, differences of "degree" were indicated through significant mean-level effects between groups, with self-reports favouring Australian Chinese students over Hong Kong and (to a lesser extent) Mainland Chinese students. We propose these findings shed important light on Chinese students' academic motivation and engagement and also on socio-cultural perspectives on motivation and engagement because they assist understanding about effects attributable to context and effects attributable to ethnicity. Given this, the study is a timely contribution to current understanding of the Chinese learner in this, the "Asian Century".
Details
- Language :
- English
- ISSN :
- 0144-3410
- Volume :
- 34
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1030784
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/01443410.2013.814199