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Chinese-background Australian students’ academic self-concept, motivational goals, and achievements in math and English
Yeung, Alexander Seeshing Han, Feifei
Yeung, Alexander Seeshing
Han, Feifei
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Author
Yeung, Alexander Seeshing
Han, Feifei
Han, Feifei
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 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.
Keywords
Date
2018
Type
Book chapter
Journal
Book
Educating Chinese-heritage students in the global-local nexus : Identities, challenges and opportunities
Volume
Issue
Page Range
141-159
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
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Open Access Status
License
All rights reserved
File Access
Controlled
Notes
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