28th International Congress of Psychology August 8 ... - U-netSURF

without social information). Performance and the magnitude of the judgments were significantly
affected by self-efficacy and social information but this effect changed according to participant’s
metacognitive abilities. Accuracy was also significantly influenced by those variables but without
interactions with metacognitive abilities. Results are discussed and linked to goal-setting and
self-regulation processes.
2084.4 The effects of self-determination and relatedness on Chinese students’ learning
motivation, Xuehua Bao, Shuifong Lam, The University of Hong Kong, China
Self-determination theory (Deci & Ryan, 1985, 2000) proposes that self-determination is an
essential factor in motivation. However, Iyengar and Lepper (1999) argued that self-determination
might not be decisive among students in Eastern culture. The present research aims to solve this
controversy by investigating the interaction between self-determination and relatedness in Chinese
students’ learning motivation. We hypothesize that the effects of self-determination on students’
motivation may depend on interpersonal relatedness, i.e., mother-child relatedness. It is predict
that mother-child relatedness may moderate the relation between self-determination and learning
motivation. Given high mother-child relatedness, the students with less self-determination still
show high motivation.
2084.5 The interrelationship between cognition, motivation and learning from a self-schema
perspective, Chi-hung NG, Open University of Hong Kong, China
Using a self-schema concept, this paper explores the interrelationship between cognition,
motivation and learning. 422 Australian grade 10 students were surveyed twice. Two types of
schematic students in mathematics, positive and negative, were identified through clustering
technique during Time 1. It was found that positive schematic students relative to their
counterparts learnt mathematics with adaptive goals, strategies and favourable attitudes. In
contrast, negative schematic students learnt mathematics mainly with a pattern that leads to
surface understanding, disengagement, and negative attitudes. Similar relationships between
schematic types and learning engagement patterns were also found in Time 2.
2084.6 Differences among low-, average-, and high-achieving college students on academic
orientations, Mohamed Albaili, Unted Arab Emirates University, United Arab Emirates
The purpose of this study was to examine the differences among 208 low-, average-, and
high-achieving college students on academic orientations. Subjects were classified into three
achieving groups based on their GPA scores. Results indicated that low-achieving students scored
significantly lower than average- and high achieving students on structure dependence, creative
expression, and academic efficacy scales. On the other hand, the low-achieving students scored
significantly higher than average- and high achieving students on mistrust of instructors and
academic apathy scales. A stepwise discriminant analysis revealed that Academic Efficacy was the
most discriminating factor that separated low-achieving students from their high-achieving peers.
2084.7 Longitudinal relations between social competence and academic achievement in middle
childhood, Meng Li 1 , Zongkui Zhou 2 , Chunmei Zhang 3 , 1 Hubei Children's Press, China;
2 3
Central China Normal University, China; Beijing Normal University, China
Although the relation between social competence and academic achievement in childhood has
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