Socially oriented achievement goals of Chinese university students in Singapore: Structure and relationships with achievement motives, goals and affective outcomes

Chang, Weining C.; Wong, Kaishi

doi:10.1080/00207590701836398

Cited by 49 publications

(40 citation statements)

References 15 publications

(17 reference statements)

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“…Research in other contexts such as those conducted by King and Watkins (2011a) and King et al (2010 in Hong Kong and that by Chang and Wong (2008) among Singaporean Chinese have shown the important influence of social goals on academic outcomes. Although it is frequently assumed that social goals are more salient in collectivist settings, research among Western participants have also indicated that Western students also endorse social goals, and that social goals also influence learning outcomes (e.g.…”

Section: Some Caveatsmentioning

confidence: 99%

Including social goals in achievement motivation research: Examples from the Philippines

King¹,

McInerney²

2012

Online Readings in Psychology and Culture

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Section: Some Caveatsmentioning

confidence: 99%

Including social goals in achievement motivation research: Examples from the Philippines

King¹,

McInerney²

2012

Online Readings in Psychology and Culture

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“…Most of the reports, so far, point to intrinsic and personal academic dimensions of motivation as beneficial to students' well-being. There is scant evidence reported in the literature on whether the same pattern of relationship may be found with socially oriented motivations, or those motivations of students that are being catalyzed within the students' significant social relationships (Chang & Wong, 2008). In doing schoolwork, students may want to to learn and achieve competence in order to enhance their sense of acceptance and belongingness to their peer groups.…”

Section: Introductionmentioning

confidence: 97%

“…The behavior is then more self-fulfilling, and satisfying. And because socially oriented motives are socially catalyzed (Chang & Wong, 2008), they are more likely to contribute to life satisfaction among adolescents who are socialized with an interdependent view of the self. In a collectivist society where people hold an interdependent construal of the self (Markus & Kitayama, 1991), like the Philippines, the endorsement of social goals may bring about positive emotions, and that these emotions further motivate the students to explore new objects and situations within their social environment (Fredrickson, 1998), thereby providing sustainable resources for their life satisfaction and well-being.…”

Section: International Journal Of Research Studies In Psychology 49mentioning

confidence: 99%

Social goals of Filipino adolescents: Do they contribute to student life satisfaction?

Ouano¹,

Pinugu²

2012

IJRSP

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Premised on positive psychology and the social rootedness of students' motivation, the study explored the effects of social goals on student life satisfaction. Using a predictive cross-sectional non-experimental design, the five social goals from the formulation of Dowson and McInerney (2004) were tested as predictors of the five dimensions of Huebner's (2001) student life satisfaction among 302 college students who responded to self-report questionnaires. Results provided evidence for the potential contribution of social goals on student life satisfaction. Social affiliation goal predicted student's satisfaction with friends, school, living environment, and self, but not with family. Social responsibility goal predicted satisfaction with family, school, living environment, and self, but not with friends. Social status goal predicted satisfaction with family, friends, and self, but not with school and living environment. Social approval and social concern goals predicted all the dimension of student life satisfaction. Discussion centers on how the students' endorsement of each social goal contributes to their life satisfaction.

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“…A second reason for this interest is the continued concern that students in some Western societies do not perform at the same high levels as those in Asian cultures (Li, 2002;Chan and Lam, 2008;Ho and Hau, 2008;Qu and Pomerantz, 2015;Kember, 2016). Several achievement studies have been conducted with nonMainland Chinese students (e.g., Chang and Wong, 2008;Ho and Hau, 2008;Cheng and Lam, 2013). Evidence suggests that Mainland and non-Mainland Chinese differ culturally.…”

mentioning

confidence: 99%

“…Several achievement studies have been conducted with nonMainland Chinese students (e.g., Chang and Wong, 2008;Ho and Hau, 2008;Cheng and Lam, 2013). Evidence suggests that Mainland and non-Mainland Chinese differ culturally.…”

mentioning

confidence: 99%

Validating the Inventory of School Motivation with Mainland Chinese Students

Kauffman

Thomas

et al. 2017

Front. Educ.

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The purpose of this study was to validate the Inventory of School Motivation (ISM) (Mainland China), which was developed specifically for use with Mainland Chinese students. Development of the instrument was grounded in personal investment theory and built on the ISM instrument, which has been shown to accurately tap the achievement goal constructs hypothesized by the theory. Our data analysis indicated that the subscales in our instrument do represent dimensions associated with achievement goals: task, effort, competition, social power, affiliation, social concern, praise, and token. Participants were 458 undergraduates from five universities in eastern China. A series of nested confirmatory factor analyses supported a multidimensional school motivation structure. The results indicated both convergent and concurrent validity for the instrument with Mainland students. Relationships were found between ISM goal constructs and global motivation goals, family-oriented goals, self-concepts, and learning approaches. Our findings support that Mainland Chinese students' achievement goal orientation is consistent with that found in other cultures, suggesting that the instrument and the theory that informs it may further cross-cultural research in this area. At the same time, though, our findings show that Mainland students endorse some goal orientations differently from other groups, suggesting an inventory instrument specific to Mainland China is both important and necessary.Keywords: achievement motivation, personal investment theory, inventory of school Motivation, cross-cultural studies, instrument validation inTrODUcTiOn There is growing recognition that culture influences achievement motivation. Guay (2016) argues that learners' motivation "is not based solely on such intrapersonal factors as innate characteristics, but also on contexts (including cultural ones) in which students are supposed to develop their competencies. Thus, the cultural context is expected to shape motivation (i.e., cultural specificity)" (p. 157). Western concepts of achievement motivation, however, have been applied to diverse groups without reference to differences in culture, an approach that can mischaracterize the true nature of achievement motivation in different groups (Maehr and McInerney, 2004). Empirical evidence is building to show that findings drawn from culturally neutral studies may not accurately describe the true nature of achievement motivation in diverse groups (e.g., Maehr and Nicholls, 1980;McInerney et al., 1997;Bempechat and Drago-Severson, 1999;Salili and Hoosain, 2002;Guay, 2016;Lam et al., 2016). Researchers have shown specific interest studying motivation in Asian cultures. Studies in this area report that some Asian groups differ from their Western counterparts in the way they construe self, others, and the interdependence of the two (Markus and Kitayama, 1991;Li, 2002;Chang et al., 2003;Ho and Hau, 2008;Cheng and Lam, 2013). Previous research has characterized these differences as being collectivist and individual...

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Socially oriented achievement goals of Chinese university students in Singapore: Structure and relationships with achievement motives, goals and affective outcomes

Cited by 49 publications

References 15 publications

Including social goals in achievement motivation research: Examples from the Philippines

Including social goals in achievement motivation research: Examples from the Philippines

Social goals of Filipino adolescents: Do they contribute to student life satisfaction?

Validating the Inventory of School Motivation with Mainland Chinese Students

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