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

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

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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Crossref · 10.1080/01443410.2014.893559

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37 of 37 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 40 references

Research works printed but not linked: 15

  1. Arbuckle J. L., 2008, Amos (Version 17.0) [Computer program]
  2. 10.1111/cdev.2007.78.issue-1 · DOI
  3. Dweck C. S., 2006, Mindset
  4. 10.1037/0022-3514.80.3.501 · DOI · Paper page
  5. Harackiewicz J. M., 1991, Advances in motivation and achievement, 7, 21
  6. Hau K.-T., 1996, Growing up the Chinese way: Chinese child and adolescent development, 121
  7. Ho D. F., 1981, Acta Psychologica Taiwanica, 23, 81
  8. 10.1111/bjep.2008.78.issue-2 · DOI
  9. Mordkowitz E. R., 1987, The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 9, 85
  10. Muller C. M., 1997, Implicit theories of intelligence: Malleability beliefs, definitions, and judgments of intelligence
  11. Robins R. W., 1998, Implicit self-theories of ability in the academic domain: A test of Dweck’s model
  12. 10.1002/(ISSN)1520-6807 · DOI
  13. 10.1086/esj.2005.106.issue-1 · DOI
  14. Stone J., 1998, Theories of intelligence and the meaning of achievement goals
  15. Tao V., 2000, Journal of Psychology in Chinese Societies, 1, 13

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Metadata

Authors
Chen, W.-W., & Wong, Y.-L.
Affiliations
  • University of Macau (MO)
  • Chinese University of Hong Kong (HK)
Corresponding author
Chen, Wei-Wen
ORCID
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 › 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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