The DOI matches its Crossref record; 37 of the 40 references it cites were found in a registry or an index.
Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students
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) 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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Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review
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Self-citation
Metadata
- Authors
- Chen, W.-W., & Wong, Y.-L.
- Affiliations
- University of Macau (MO)
- Chinese University of Hong Kong (HK)
- Corresponding author
- Chen, Wei-Wen
- 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
- 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 › Developmental and Educational 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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