Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students

Chen, Wei-Wen; Wong, Yi-Lee

doi:10.1080/01443410.2014.893559

Cited by 120Education, Achievement, and GiftednessEducational Strategies and EpistemologiesLearning Styles and Cognitive Differences

Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students

Chen, Wei-Wen, Wong, Yi-Lee·2015·Educational Psychology

DOI 10.1080/01443410.2014.893559

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Abstract

The purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students’ academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information on students’ beliefs about their goal orientations, theories of intelligence and their college grade point averages. The data were analysed using structural equation modelling. The results suggest that beliefs in the incremental theory of intelligence contribute to students’ academic achievements by facilitating their endorsement of mastery goals and performance-approach goals. Students’ performance-avoidance goals have a negative association with academic success. Cultural factors and considerations are addressed to clarify further the culture-specific findings.

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Chen and Wong (2015) found that Chinese students assigned different meanings to performance-approach and performance-avoidance goals than Western populations.
“Chen and Wong (2015) also found that Chinese students assigned different meanings to performance-approach and performance-avoidance goals than what is usually found in Western populations.”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Chen & Wong, 2015

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Self-citation

Authors: Chen, W.-W., & Wong, Y.-L.
Affiliations: University of Macau (MO)
Chinese University of Hong Kong (HK)
Corresponding author: Chen, Wei-Wen
ORCID: Chen, Wei-Wen
Wong, Yi-Lee
Venue: Educational Psychology
Publisher: Informa UK Limited
Published: 2014-03-05
Volume: 35
Issue: 6
Pages: 714-725
ISSN: 0144-3410 (ISSN-L)
1469-5820
DOI: 10.1080/01443410.2014.893559
OpenAlex: W2019774710
Cited by: 120
References: 40
Citations by year: 2026: 15 · 2025: 16 · 2024: 9 · 2023: 8 · 2022: 15 · 2021: 13 · 2020: 14 · 2019: 8 · 2018: 8 · 2017: 6 · 2016: 4 · 2015: 3 · 2014: 1
FWCI: 6.49
Type: journal article
Language: en
Open access: closed
Locations: Educational Psychology (publishedVersion)
Hong Kong Education Bibliographic Database (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords: intelligence theory, incremental theory of intelligence, goal orientation, mastery goals, performance-approach goals, performance-avoidance goals, academic performance, college grade point average, Chinese cultural context, Hong Kong students, student beliefs

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Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students

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