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Exploring Pathways of Western and East Asian Students' Persistence in Learning : = The Role of Learning Beliefs, Choice, and Internationalization of Learning Motivation.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Pathways of Western and East Asian Students' Persistence in Learning :/
其他題名:	The Role of Learning Beliefs, Choice, and Internationalization of Learning Motivation.
作者:	Wang, Yurou.
面頁冊數:	1 online resource (122 pages)
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: B.
Contained By:	Dissertations Abstracts International81-03B.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781085794930

Exploring Pathways of Western and East Asian Students' Persistence in Learning : = The Role of Learning Beliefs, Choice, and Internationalization of Learning Motivation.
Wang, Yurou.

Exploring Pathways of Western and East Asian Students' Persistence in Learning :The Role of Learning Beliefs, Choice, and Internationalization of Learning Motivation. - 1 online resource (122 pages)

Source: Dissertations Abstracts International, Volume: 81-03, Section: B.

Thesis (Ph.D.)--University of Kansas, 2019.

Includes bibliographical references

This dissertation examines the widely spread assumption that East Asian students are more persistent than their American counterparts because they are more likely to believe that success results from efforts rather than innate ability. The examination was conducted through comparing the impact of three factors-learning beliefs, preference of choice, and internalization of learning motivation-on learning persistence between East Asian and American college students (Western and East Asian). Specifically, the dissertation reports findings of two related studies. The first study was the development of a new measurement scale Internalization of Learning Motivation Scale based on Self-determination theory. The second study was discovering the different pathways for Western and East Asian students towards persistence. The difference in internalization of learning motivation, learning beliefs, preference of choice and persistence between Western and East Asian college students was address. Confirmatory factor analysis was used to test the dimensionality and reliability of the scale, and Structural equation modeling were conducted to identify the relationships among all the factors. The new internalization scale was proved to be valid and reliable. The findings also suggested different pathways to persistence in learning between Western and East Asian students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781085794930Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

ChoiceIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Pathways of Western and East Asian Students' Persistence in Learning : = The Role of Learning Beliefs, Choice, and Internationalization of Learning Motivation.
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504 $a Includes bibliographical references
520 $a This dissertation examines the widely spread assumption that East Asian students are more persistent than their American counterparts because they are more likely to believe that success results from efforts rather than innate ability. The examination was conducted through comparing the impact of three factors-learning beliefs, preference of choice, and internalization of learning motivation-on learning persistence between East Asian and American college students (Western and East Asian). Specifically, the dissertation reports findings of two related studies. The first study was the development of a new measurement scale Internalization of Learning Motivation Scale based on Self-determination theory. The second study was discovering the different pathways for Western and East Asian students towards persistence. The difference in internalization of learning motivation, learning beliefs, preference of choice and persistence between Western and East Asian college students was address. Confirmatory factor analysis was used to test the dimensionality and reliability of the scale, and Structural equation modeling were conducted to identify the relationships among all the factors. The new internalization scale was proved to be valid and reliable. The findings also suggested different pathways to persistence in learning between Western and East Asian students.
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538 $a Mode of access: World Wide Web
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