Examining Hong Kong students’ motivational beliefs,strategy use and their relations with two relational factors in classrooms |
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| Authors: | Hongbiao Yin Zhonghua Zhang |
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| Institution: | 1. Department of Curriculum and Instruction, Faculty of Education , The Chinese University of Hong Kong , Shatin , N.T. , Hong Kong;2. Department of Educational Psychology, Faculty of Education , The Chinese University of Hong Kong , Sha Tin , N.T. , Hong Kong |
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| Abstract: | This study examines Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms – student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students’ intrinsic value, self‐efficacy, and strategy use, reflecting some culture‐specific features of students’ self‐regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students’ motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward. |
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| Keywords: | motivational beliefs strategy use relational factors in classroom Hong Kong |
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