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The cognitive, motivational, and env...

Zhou, Wei.

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The cognitive, motivational, and environmental contributions to academic engagement and achievement among Chinese high school seniors and college freshmen.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The cognitive, motivational, and environmental contributions to academic engagement and achievement among Chinese high school seniors and college freshmen./
作者:	Zhou, Wei.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4681.
Contained By:	Dissertation Abstracts International56-12A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9610279

The cognitive, motivational, and environmental contributions to academic engagement and achievement among Chinese high school seniors and college freshmen.
Zhou, Wei.

The cognitive, motivational, and environmental contributions to academic engagement and achievement among Chinese high school seniors and college freshmen. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 222 p.

Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4681.

Thesis (Ph.D.)--University of Michigan, 1995.

This study explores how environmental factors and academic engagement of students affect the academic performance of Chinese high school seniors and college freshmen. The specific questions addressed are: (1) What cognitive and motivational factors comprise academic engagement? (2) What are the patterns of academic engagement that represent different combinations of these cognitive and motivational factors? and (3) How do environmental factors and academic engagement variables affect academic achievement?Subjects--Topical Terms:

641065
Higher education.

The cognitive, motivational, and environmental contributions to academic engagement and achievement among Chinese high school seniors and college freshmen.
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245 1 4 $a The cognitive, motivational, and environmental contributions to academic engagement and achievement among Chinese high school seniors and college freshmen.
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300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4681.
500 $a Chair: Janet Lawrence.
502 $a Thesis (Ph.D.)--University of Michigan, 1995.
520 $a This study explores how environmental factors and academic engagement of students affect the academic performance of Chinese high school seniors and college freshmen. The specific questions addressed are: (1) What cognitive and motivational factors comprise academic engagement? (2) What are the patterns of academic engagement that represent different combinations of these cognitive and motivational factors? and (3) How do environmental factors and academic engagement variables affect academic achievement?
520 $a A survey was designed based on studies of academic engagement and motivation in the United States and modified after being pilot tested with Chinese students. The items measured students' motivational and cognitive characteristics as well as influences from such sources as family, school and peers. The survey was administered during the summer of 1992 to 420 high school students from urban, rural, and industrial suburban high schools and to 455 college freshmen in three types of institutions: a comprehensive university, a medical school, and two polytechnic colleges.
520 $a To address Question 1, factor and regression analyses were conducted for high school and college samples as well as for the total sample. Based on the factor analytic and regression results, this study proceeded to tackle Question 2 through repeated cluster analyses across institutions. Following the cluster analyses, causal analyses were conducted to explore Question 3.
520 $a The study yielded several major findings. It identified four types of students that represent different patterns of academic engagement: (1) the highly engaged, (2) the disengaged, (3) the at-risk, and (4) the engaged slow learners. LISREL path analyses suggested that such environmental factors as students' perceived institutional effectiveness in career preparation, guidance from the family, and peer influences significantly contribute to these engagement patterns, which in turn strongly affect students' academic achievement ($\beta$ = 0.49 for high school seniors; $\beta$ = 0.34 for college freshmen). The cross-sectional analyses indicated that college freshmen are generally more sophisticated in using cognitive strategies but less interested and concentrated in academic tasks than high school seniors.
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