Studies primary school Chinese students living in Hong Kong to learn their causal attributions for examination results. Identifies age-related differences in perceived attainment, success expectancy, causal attributions, and achievement goals. Finds discrepancies with earlier Western studies and links these to Chinese socialization patterns where…

While evaluation condition (teacher, self, peer-comparison) on anagram task performance and continuing motivation (CM) among Iranian fifth graders appeared to make little difference in the case of performance, its effect on CM was significant--results were remarkably similar to those obtained with U.S. samples. (RC)

Chinese students and teachers perceive a different pattern of relationships between academic ability and effort than do American students and teachers. This study of the effect of teachers' evaluative behavior on the perceived academic ability and effort of Chinese students replicates a study by Meyer (1979) using American students. The sample…

Investigates the effects of teacher praise and criticism on the performance and self-perceptions of Chinese college students using replications of two German studies. Discusses similarities and differences in findings in light of the Chinese teacher-student relationship. (FMW)

Investigates age, sex, and cultural differences in achievement motivation. Subjects were 764 male and female British high school and Chinese students aged 13-55. Results revealed that Chinese students tested highest for achievement motivation. Discusses the entire range of results in terms of sociocultural and situational factors. (MJP)