Perception of classroom environment , achievement goals , and strategy use among Hong Kong students

This study examined the relations among Hong Kong students’ perceived classroom environment, achievement goals, and strategy use. A total of 1522 Grade 5 students from six primary schools and Grade 7 students from six secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. Consistent with previous studies on goal orientation theory, findings of the study indicated that students’ perceived classroom environment was significantly related to their personal achievement goals and strategy use. While mastery goals were found to be the strongest predictor of strategy use, performance-approach goals and perceived instrumentality also had positive relations with mastery goals and strategy use. Findings of the study suggested that mastery and performance goal orientation were not two contrasting goal orientations as conceptualized in the normative goal orientation theory and students with high motivation on both types of goal were more advantageous than students pursued either single goal. Moreover, the value of adding perceived instrumentality in studying students’ motivation should also be emphasized. Implications of these findings for understanding Hong Kong students’ motivation and planning effective teaching instruction to enhance their motivation are discussed.