Learning Power of Chinese Students: Why Perceived Achievement Goal Motivation, Teacher-Student Closeness and Parent Involvement Matter

2021 ◽  
Vol 4 (2) ◽  
pp. 1-32
Author(s):  
Wenjie He ◽  
Phinihas Acheampong ◽  
Qiong Li
Keyword(s):  
Parent Involvement ◽  
Chinese Students ◽  
Achievement Goal ◽  
Teacher Student ◽  
Goal Motivation

scholarly journals Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
John Harper ◽  
Hui-ju Chen
Keyword(s):  
Classroom Management ◽  
Group Dynamics ◽  
Student Participation ◽  
Chinese Students ◽  
Effective Teacher ◽  
Teacher Student ◽  
Starting Point ◽  
Language Classroom ◽  
Institutional Contexts ◽  
Management Techniques

This article addresses the frequently discussed notion of Chinese students’ supposed reticence and passivity in the English as a Foreign Language classroom. Using the concept of group dynamics as a starting point, it examines teachers’ classroom-management techniques in terms of promoting (or not promoting) active student participation. The study, using a grounded theory of research, analyzed classroom data obtained from class observations and from class filmings and supplemented these data with post-lesson interviews with the four involved teachers. Findings suggested that Chinese students were not necessarily reticent or passive but rather engaged actively when given a learning environment conducive to active engagement. The study pointed to three practical implications for classroom teachers: (1) promoting participation by working toward group cohesion, (2) promoting participation by providing effective teacher-student scaffolding and by providing opportunities for student-student scaffolding, (3) promoting participation by actively replacing textbook materials in order more effectively to offer students adequate support in terms of both language and affect. Acknowledging the fact that different institutional contexts may require different classroom-management techniques, the study calls for further testing of the present findings in other Chinese settings.

scholarly journals Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

2019 ◽  
Vol 4 ◽  
Author(s):  
David Jaitner ◽  
Raven Rinas ◽  
Christoph Becker ◽  
Christina Niermann ◽  
Jennifer Breithecker ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Educational Psychology ◽  
Achievement Goal ◽  
Goal Motivation

scholarly journals Chinese students' perceptions of teacher–student interpersonal behavior and implications

System ◽  
2015 ◽  
Vol 55 ◽  
pp. 134-144 ◽  
Author(s):  
Michael Wei ◽  
Yalun Zhou ◽  
Carolyn Barber ◽  
Perry den Brok
Keyword(s):  
Chinese Students ◽  
Interpersonal Behavior ◽  
Teacher Student

Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments’ scores

2017 ◽  
Vol 51 (10) ◽  
pp. 1061-1074 ◽  
Author(s):  
David A Cook ◽  
Richmond M Castillo ◽  
Becca Gas ◽  
Anthony R Artino
Keyword(s):  
Cognitive Load ◽  
Achievement Goal ◽  
Goal Motivation ◽  
Measuring Achievement

scholarly journals Parental Punishment and Adolescents’ Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher–Student Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Yun Luo ◽  
Anyi Wu ◽  
Hui Zhang
Keyword(s):  
Chinese Students ◽  
Mediating Effect ◽  
Self Report ◽  
Self Concept ◽  
Physical And Mental Health ◽  
Cross Sectional ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Background: Loneliness adversely affects physical and mental health; therefore, it is necessary to explore its related influencing factors and mechanisms. This study investigated the mediating role of general self-concept in the association between parental punishment (PP) and adolescent loneliness and as well as the moderating role of teacher–student relationships (TSR) in Chinese students.Methods: Data were obtained from 1,169 Chinese students (10–18years old) using several self-report questionnaires: the Egna Minnen av Barndoms Uppfostran (EMBU), Self-Description Questionnaire (SDQ), Teacher–Student Relationships Scale (TSR), and UCLA Loneliness Scale. Data were analyzed with IBM SPSS 22.0, and the PROCESS macro program.Results: (1) Parental punishment had a positive predictive effect on adolescent loneliness, (2) parental punishment predicted adolescent loneliness not only directly but also indirectly through the mediating effect of general self-concept, and (3) teacher–student relationships moderated the influence of PP on adolescent loneliness.Conclusion: Adolescent loneliness is less affected by parental punishment when TSRs are better. Additionally, when adolescents are punished less by their parents and have good teacher–student relationships, they have higher general self-concepts.Limitations: This study’s cross-sectional research design was unable to show causal relationships among the factors influencing adolescent loneliness.

Sign in / Sign up

Export Citation Format

Share Document