Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students

TLDR

Cultural factors are highlighted to explain the culture‑specific findings. The study examined how theories of intelligence and goal orientations jointly relate to academic achievement among Hong Kong university students. A survey of 418 students collected data on their beliefs about intelligence theories, goal orientations, and GPA, and the relationships were analyzed using structural equation modeling. Belief in an incremental theory of intelligence predicts higher academic achievement by fostering mastery and performance‑approach goals, whereas performance‑avoidance goals are negatively associated with success.

Abstract

The purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students’ academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information on students’ beliefs about their goal orientations, theories of intelligence and their college grade point averages. The data were analysed using structural equation modelling. The results suggest that beliefs in the incremental theory of intelligence contribute to students’ academic achievements by facilitating their endorsement of mastery goals and performance-approach goals. Students’ performance-avoidance goals have a negative association with academic success. Cultural factors and considerations are addressed to clarify further the culture-specific findings.