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Attributions and achievement motivat...
~
Tsui, Cheng-Fang Cynthia.
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Attributions and achievement motivation: Cultural differences among American, Chinese-American, and Chinese (in Taiwan) college students.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Attributions and achievement motivation: Cultural differences among American, Chinese-American, and Chinese (in Taiwan) college students./
作者:
Tsui, Cheng-Fang Cynthia.
面頁冊數:
203 p.
附註:
Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 8500.
Contained By:
Dissertation Abstracts International59-01A.
標題:
Educational psychology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9822192
ISBN:
9780591739947
Attributions and achievement motivation: Cultural differences among American, Chinese-American, and Chinese (in Taiwan) college students.
Tsui, Cheng-Fang Cynthia.
Attributions and achievement motivation: Cultural differences among American, Chinese-American, and Chinese (in Taiwan) college students.
- 203 p.
Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 8500.
Thesis (Ph.D.)--State University of New York at Buffalo, 1998.
The purpose of the current study was to examine, under experimentally controlled achievement situations, whether there were differences in students' attributions as well as persistence among (Caucasian) American, Chinese-American, and Taiwanese college students. Furthermore, personal interviews were conducted to explore the relationships between students' attributional and persistence styles and their educational and family backgrounds.
ISBN: 9780591739947Subjects--Topical Terms:
517650
Educational psychology.
Attributions and achievement motivation: Cultural differences among American, Chinese-American, and Chinese (in Taiwan) college students.
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203 p.
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Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 8500.
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Adviser: J. Ronald Gentile.
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Thesis (Ph.D.)--State University of New York at Buffalo, 1998.
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The purpose of the current study was to examine, under experimentally controlled achievement situations, whether there were differences in students' attributions as well as persistence among (Caucasian) American, Chinese-American, and Taiwanese college students. Furthermore, personal interviews were conducted to explore the relationships between students' attributional and persistence styles and their educational and family backgrounds.
520
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A total of 285 college students (148 males and 137 females) were recruited to represent the American (N = 62), the Chinese-American (N = 53), and the Taiwanese students (N = 170). The study contained two phases: the experimental phase and the interview phase. The experimental phase involved, in this order, (1) outcome-manipulated treatment tasks aimed at inducing either relatively good or poor performance, (2) an attribution questionnaire (CDS II), and (3) a difficult untimed task containing unsolvable items. The second phase involved in-depth interviews with 15 of the 285 participants (5 per cultural group).
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Results suggested that students across the three cultural groups were successfully subjected to the manipulated treatment effects for which they provided their causal attributions. When the treatment effect was held constant statistically, students from the three cultures still differed significantly on their perceived attributions. Follow-up contrasts showed that the Taiwanese students demonstrated significantly higher internal attributions than their Chinese-American counterparts alone and the combined group of American heritage. Analyses of the persistence task showed that, when the effects of age, gender, and treatment were statistically controlled, culture still significantly distinguished students. Specifically, the combined group of Chinese heritage persisted significantly longer than their American counterparts.
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Finally, various contrasts conducted between/among the cultural groups revealed that the Chinese-Americans appeared more similar to the Americans attribution-wise but more akin to the Taiwanese persistence-wise. Also, the interview data revealed that Chinese-Americans seemed to hold an eclectic view between the Americans and the Taiwanese regarding the roles of ability and effort in one's ultimate success. Therefore, the hypothesis that the Chinese-Americans would demonstrate a pattern of attribution and persistence resembling a mixture of American and Chinese features was at least partially confirmed. Implications of these findings for research and educational purposes were discussed.
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