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  • Chinese-background Australian students’ academic self-concept, motivational goals, and achievements in math and English

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    Han230373.pdf (654.6Kb)
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    Submitted Manuscript (SM)
    Author(s)
    Yeung, AS
    Han, F
    Griffith University Author(s)
    Han, Feifei D.
    Year published
    2018
    Metadata
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    Abstract
    Students' self-concept and motivation are widely acknowledged as two important psychological constructs that have prominent influence on students' academic performance. However, research on how gender roles may affect students' academic self-concept and motivation often produces inconsistent results. Academic self-concept, which is defined as students' self-perception and self-appraised capabilities and enjoyment in academic domains, is a significant contributing factor to various desirable educational outcomes. In the past couple of decades, motivation research has advanced enormously and a number of theories have been ...
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    Students' self-concept and motivation are widely acknowledged as two important psychological constructs that have prominent influence on students' academic performance. However, research on how gender roles may affect students' academic self-concept and motivation often produces inconsistent results. Academic self-concept, which is defined as students' self-perception and self-appraised capabilities and enjoyment in academic domains, is a significant contributing factor to various desirable educational outcomes. In the past couple of decades, motivation research has advanced enormously and a number of theories have been generated. Research has revealed that there may be a gender stereotype on academic self-beliefs, motivation, and achievement. Cultural backgrounds may exert influences on students' academic self-beliefs and motivation. The interaction between gender and culture was also found for self-concept and academic performance. The materials used for data collection were a questionnaire and the achievement test scores in math and English.
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    Book Title
    Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities
    DOI
    https://doi.org/10.4324/9781315394541-9
    Copyright Statement
    © 2018 Taylor & Francis. This is an Accepted Manuscript of a book chapter published by Routledge in Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities on 14 August 2017, available online: https://www.taylorfrancis.com/books/e/9781315394541
    Subject
    Education
    Publication URI
    http://hdl.handle.net/10072/386069
    Collection
    • Book chapters

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