Cultural values and motivational beliefs as antecedents to Hong Kong student teachers' achievement goals and learning strategies

Two empirical studies had been conducted to explore the complex interrelationships among Chinese student teachers' cultural values and motivational beliefs.;The present studies examined the reliability and construct validity of the instruments measuring cultural variables, motivational belief variables, achievement goals and learning strategies. The hypothesized models of interrelationships among these variables were scrutinized utilizing structural equation modeling analyses.;In Study One, the structural equation modeling results indicated that collectivism had significant influence on student teachers' learning goal. However, individualism had significant influence on the learning goal as well as the performance goal.;In the structural equation modeling analysis involving Chinese values, results also indicated that Confucian work dynamism and human-heartedness had substantial influence on the achievement goals. However, moral discipline and integration did not have any significant influence on the achievement goals.;Other structural equation modeling analyses on implicit belief in intelligence indicated that entity belief had significant influence on the performance goal, whereas the incremental belief had significant effect on the learning goal. On the other hand, belief in effort had significant effect on the learning goal, whereas belief in ability had significant effect on performance goal.;The structural equation modeling results of the Study Two indicated that IOAM had positive significant effect on the learning goal. Whereas the SOAM had negative effect on the learning goal, but at the same time, had positive effect on the performance demonstration goal as well as the performance avoidance goal. Results also demonstrated that the learning goal had positive effect on the deep approach, but negative effect on the surface approach. The performance demonstration goal had no significant influences on the deep approach and the surface approach. For the performance avoidance goal, it had positive and significant effect on the surface approach. The findings also supported the proposed model that social-oriented and individual-oriented achievement motivation influenced achievement goals and subsequently learning approaches.;In conclusion, the present research explored the cultural values, Chinese values, motivational beliefs, cultural-derived achievement motivations, achievement goals and learning strategies of the Hong Kong Chinese student teachers. The study showed that cultural values and motivational beliefs served as significant antecedents to Hong Kong student teachers' achievement behaviour. It also augmented the knowledge and understanding into Chinese students' learning strategies at tertiary level. (Abstract shortened by UMI.)...