What do Chinese students say about their academic motivational goals—reasons underlying academic strivings?

Wang, Jing; Rao, Nirmala

doi:10.1080/02188791.2020.1812513

Cited by 21 publications

(14 citation statements)

References 31 publications

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“…Therefore, situational motivation is an important aspect of ethnic minority student motivation research. Wang and Rao [46] indicated that Chinese students' learning motivation is influenced by social responsibility, and responsibility motivation had a predictive effect on students' grades. Canning et al [47] advocated that teachers' mindset beliefs predicted students' motivation and academic achievement.…”

Section: Motivational Effect On English Achievementmentioning

confidence: 99%

Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

Jiao

Wang

et al. 2022

Sustainability

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This study examined the English learning motivation of Chinese ethnic university students. A sample of 776 undergraduates from three representative ethnic universities participated in this research. The findings indicated four types of English learning motivation: intrinsic interest, learning situation, personal development, and international communication. There were statistically significant differences between ethnic minority and Han students, and between male and female students. Moreover, the intrinsic interest motivation of Han students was significantly higher than that of ethnic minority students, and female students’ overall motivation and personal development motivation were significantly higher than those of male students. Intrinsic interest motivation had a significantly positive impact on English achievement, whereas learning situation motivation had a significantly negative impact. These findings highlight the improvement of the learning situation and encouragement of intrinsic interest to enhance minority students’ second language learning and sustainable development. Further research on English as a second language should consider the influence of family and ethnic background.

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Section: Motivational Effect On English Achievementmentioning

confidence: 99%

Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

Jiao

Wang

et al. 2022

Sustainability

Self Cite

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“…They run the risk of having much lower academic and psychological outcomes throughout their time in school, according to a growing body of research (Van Cleave & Davis, 2006; Zhang et al, 2007). Chinese students study hard because they want to please their parents who have high expectations of their academic achievement (Wang & Rao, 2020), a historical normality that reflects the achievement of the clan in the Chinese culture (Zhu & Chang, 2019). The key assessment means have been examinations while academic performance is the key indicator for school admission and higher education.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review of Research on Special Education Needs in Greater China

Chan

Lau

et al. 2022

Research on Social Work Practice

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Purpose: This article reviews research work on special education needs in Greater China during the past 5 decades. Methods: All searches are done on online search engines to determine the (a) volume of the related research work, (b) targets of the research studies, (c) types of SENs addressed, and (d) type of research work. Results: 828 publications are identified, among which the majority are published in the Mainland China and Taiwanese contexts. The most common target groups are “children” (51.3%). The studies mostly focus on ASD with 467 articles (56.4%), and 600 articles (72.5%) are descriptive, empirical, or correlational. Conclusion: There is a shift of research target group from person of interest to caregivers; importance of collective shame in the Chinese culture; and increase in research in the Greater China context. More support for research related to SEN in Greater China and acknowledging cultural relevance are recommended.

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“…Reported prevalence of emphasizing cognitive dimensions in game flow for game-based learning echoed the dominance of achievement orientations in performance approach and performance avoidance, while undermining mastery goal that associated with affective outcomes and engagement toward intrinsic motivation of learning Wong, 2015a, 2015b;Wang and Rao, 2020).…”

Section: Discussionmentioning

confidence: 99%

Performance Over Enjoyment? Effect of Game-Based Learning on Learning Outcome and Flow Experience

2021

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Competitiveness in serious games and game-based learning contexts, have been suggested to be associated with variations in flow experience pertaining from game experience. Evidence from the game-based learning literature suggested that game-based learning in general enhances learning outcomes, and applicable to learning psychology at the undergraduate level. Yet the magnitude of such effect remains mixed from empirical evidence. The current study examines whether game-based learning, in competitive and non-competitive game format, would lead to differentiated gains on learning outcomes, perceived flow experience from game-based learning, and their interaction. We wish to test whether competitive and non-competitive formats of game-based learning could be characterized with different configurations of game flow experience that encapsulate the game-based learning experience, as well as the extent to which such predominant game flow experience would correlate with observed learning outcomes from featured game-based learning conditions. Effect of game-based learning was tested with an 2 × 2 experimental design. Participating learners (n = 142) were randomly assigned into either one out of four experimental conditions based on a 2 × 2 block design with two independent variables, competitiveness of game-based learning (competitive vs. non-competitive), and format of game-based learning (group vs. individual). Participating Learners in each of the conditions were assessed on learning outcomes related to the subject matters intended for the game-based learning artefacts. Results on learning outcomes revealed a significant main effect of competitiveness of game-based learning was observed, but not for format nor interaction effect. Main effect of format of game-based learning when learning in groups was observed from another two-way ANOVA analysis in a finite set of eGameFlow constructs including feedback, autonomy, goal clarity, and social interaction. Interaction effects between competitiveness of game-based learning and format was observed in autonomy and goal clarity constructs. Results from this study suggested that competitiveness and group format does not necessarily warrant improvement on learning outcomes in the game-based learning context. Main effects on cognitive flow dimensions align with the performance orientation among Asian learners. Further research would shed light on identifying levels of optimal gamified elements while assuring improvement on intended learning outcomes in the Asian tertiary education context.

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What do Chinese students say about their academic motivational goals—reasons underlying academic strivings?

Cited by 21 publications

References 31 publications

Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning

Systematic Review of Research on Special Education Needs in Greater China

Performance Over Enjoyment? Effect of Game-Based Learning on Learning Outcome and Flow Experience

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