Filial piety is the core value in Chinese culture. This value influences Chinese students to have high academic achievement. Unfortunately, students with low academic self-efficacy should motivate themselves to study. There were few researchers to examine the relationship between filial piety, self-efficacy and motivation.
The present research explores and examines the model of these three variables. 285 participants have been invited to finish the questionnaire. AMS-C28 motivation scale, MJSES self-efficacy scale and filial piety belief scale have been used in the study. The results show that filial piety correlates to academic self-efficacy and academic motivation directly. Also the results confirm the idea that filial piety is importance to Chinese student in learning.
Table of Contents
1. Abstract
2. Background
3. The Present Study
4. Methodology
4.1 Participants
4.2 Measures
4.2.1 Academic Motivation Scale (AMS-C28) College Version
4.2.2 Morgan-Jinks Student Efficacy Scale (MJSES)
4.2.3 Filial Piety Belief Scale
4.3 Procedure
4.4 Data Analysis
5. Results
6. Discussion
7. Limitations
8. Suggestions
9. Conclusion
10. References
Objectives and Research Themes
This study investigates the structural relationship between filial piety, academic self-efficacy, and academic achievement motivation among adolescents in Hong Kong. It aims to determine how traditional cultural values influence students' cognitive judgments and motivation in an examination-oriented society, specifically testing whether filial piety serves as a stronger predictor of academic motivation than individual self-efficacy.
- The role of filial piety as a core cultural value in Chinese education.
- The impact of family-oriented goals on student academic motivation.
- Comparative analysis of intrinsic and extrinsic motivation in adolescents.
- The effectiveness of structural equation modeling in testing psychological constructs.
- Psychological differences between secondary school students and teenage offenders.
Excerpt from the Book
Discussion
The model showed the filial piety had stronger effect than the self-efficacy. The model showed the similar concept form the previous research which the self-efficacy was not significantly influence the Chinese students’ motivation (Eaton and Dembo, 1997). Similarly to previous study, the present study found that when filial piety had been added, the effect from academic self-efficacy to academic motivation would be diminished. The result could confirm the construct that Chinese students’ motivation was influenced by family oriented goal (Eaton and Dembo, 1997; Salili, et al., 2001; Klassen, 2004). Filial piety was the core value in Chinese traditional culture, and it was the major part of the family oriented goal (Hwang, 1999). By the socialization, the Chinese students learned how filial piety was importance in our culture and learned how to fulfill the responsibility in filial piety (Yeh, 2003). Based on the culture, students getting a good academic performance were the best way to show the filial piety (Yeh, 1997). Students would bear the cultural responsibility motivating themselves in studying. The responsibility was very importance to Chinese secondary school student (Chow and Chu, 2007).
Compare with academic self-efficacy, the filial piety had more influence to academic achievement motivation. In the present research, the path between self-efficacy and academic achievement motivation was not significant. The results consisted to previous research that self efficacy was less significant influence the academic achievement motivation in Chinese students (Eaton and Dembo, 1997). In Chinese culture, humble was another importance moral judgment (Salili et al., 2001). Students should not have over judgment toward their capability. At the result, academic self-efficacy could not influence Chinese students’ academic achievement motivation significantly.
Summary of Chapters
Abstract: Provides a concise overview of the study, highlighting the correlation between filial piety, self-efficacy, and academic motivation in Hong Kong adolescents.
Background: Reviews existing literature on Chinese cultural values, filial piety, and academic motivation, establishing the research gap regarding their structural relationship.
The Present Study: Defines the research questions and the hypotheses regarding the positive influence of filial piety on academic motivation and self-efficacy.
Methodology: Details the participant demographics, the psychometric scales used (AMS-C28, MJSES, Filial Piety Belief Scale), and the data collection procedure.
Results: Presents the structural equation modeling findings, demonstrating how the final model fits the empirical data collected from the participants.
Discussion: Interprets the results, emphasizing that filial piety significantly influences academic motivation, often overshadowing the direct impact of self-efficacy.
Limitations: Acknowledges constraints such as the demographic composition of the sample and the potential for variations in questionnaire interpretation.
Suggestions: Proposes that the Education Bureau integrate filial piety into the Moral and Civic Education curriculum to better align with Chinese cultural values.
Conclusion: Summarizes that filial piety acts as a crucial motivational driver for students, particularly in enhancing intrinsic academic motivation.
References: Lists the academic literature and resources consulted for the development of the study.
Keywords
Academic motivation, Academic self-efficacy, Filial piety, Structural equation model, Adolescents, Chinese culture, Family-oriented goals, Intrinsic motivation, Extrinsic motivation, Moral education, Hong Kong students, Educational psychology, Cognitive judgment.
Frequently Asked Questions
What is the primary focus of this research?
The study examines the relationship between traditional Chinese filial piety, academic self-efficacy, and academic achievement motivation among adolescents in Hong Kong.
What are the central thematic fields?
The core themes include cross-cultural educational psychology, the influence of family-oriented goals on student behavior, and the motivation-related differences between student groups.
What is the main research question?
The research asks how filial piety, academic self-efficacy, and achievement motivation interact in Hong Kong teenagers, specifically questioning the strength of these relationships.
Which scientific method is utilized?
The study employs a quantitative approach using structural equation modeling (SEM) to analyze empirical data collected via standardized psychological questionnaires.
What topics are covered in the main body?
The main body covers the theoretical background of the variables, the methodology for scale selection and data gathering, and a detailed statistical analysis of the proposed structural models.
Which keywords best characterize this work?
Key terms include Academic motivation, Filial piety, Self-efficacy, Structural equation model, and Chinese traditional values.
How does filial piety differ from self-efficacy in this study?
The study finds that while filial piety has a significant, positive influence on academic motivation, the impact of self-efficacy is diminished when filial piety is introduced into the model.
Why were teenage offenders included in the sample?
The inclusion of teenage offenders, alongside secondary school students, allowed for a broader assessment of the model's validity across different groups of adolescents with varying academic performances.
- Quote paper
- Hing Kwan To (Author), 2013, Filial piety and academic achievement among adolescents in Hong Kong, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/307314
