Conceptions of success: their correlates with prosocial orientation and behaviour in Chinese adolescents

Cheung, Ping Chung; Keung, Hing; Shek, Daniel T. L.

doi:10.1006/jado.1997.0127

Cited by 51 publications

(42 citation statements)

References 26 publications

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“…The correlation of CEST with PB was, however, insignificant. The present findings are consistent with those in literature (Cheung, Ma, & Shek, 1998;Eisenberg & Fabes, 1998;Ma & Leung, 1991;Moos & Trickett, 1987). Results of correlation analysis provided partial support for the Hypothesis H3.…”

Section: Hypothesis Testingsupporting

confidence: 92%

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The Relation of Academic Achievement, Family and Classroom Social Environment, and Peer Interactions to Prosocial and Antisocial Behavior of Chinese Children

Keung

2003

An International Journal of Psychological Sciences

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The present study investigated the relation of academic achievement, family and classroom social environment, and peer interactions to prosocial and antisocial behavior of Chinese children in elementary schools. Five hypotheses were empirically tested: (1) Academic achievement is associated positively with prosocial behavior, and negatively with delinquent behavior; (2) family social environment is associated positively with prosocial behavior, and negatively with delinquent behavior; (3) classroom social environment is associated positively with prosocial behavior, and negatively with delinquent behavior; (4) prosocial behavior of children is associated positively with positive peer influence, and delinquent behavior is associated positively with negative peer influence; and (5) prosocial behavior of children is associated positively with peer's prosocial behavior, and delinquent behavior is associated positively with peer's delinquent behavior. All the hypotheses, except Hypothesis 3, were clearly supported by the data. Hypothesis 3 was only partially supported by the data.Key words: prosocial and antisocial behavior, academic achievement, family and classroom social environment, peer interactions Current research on child and adolescent behavior tends to emphasize either prosocial or antisocial behavior, but seldom are both kinds of behavior investigated in a single study (e.g., for prosocial behavior, see Eisenberg & Fabes, 1998; for antisocial and delinquent behavior, see Coie & Dodge, 1998). To fill this research gap, the present study investigated both the prosocial and antisocial behavior of Chinese children in one setting. It also explored the relation of these child social behaviors with academic achievement, family and classroom environment, and peer interactions.The prosocial and antisocial behaviors in the present study are defined based on Ma, Shek, Cheung, and Lee's (1996) study. The prosocial behavior refers to altruistic, socially acceptable or normative behavior -for examples, giving gifts to parents, helping people with disabilities to cross the road, apologizing to others after committing a misdeed, and serving as volunteer worker. The major antisocial and delinquent behavior in adolescents refers to the following: (1) general deviance such as theft, cheating on exams and coming to school late; (2) defying parents -for example, shouting at one's father or mother or going against your parents' wishes; and (3) aggressiveness, such as group fist fighting.

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Section: Hypothesis Testingsupporting

confidence: 92%

“…Cheung, Ma, and Shek (1998), in their study of 673 adolescents in Hong Kong, argued that cultivation of prosocial orientation and behavior in family and classrooms is desirable at an early stage. In other words, it is important and essential for teachers to develop a prosocial orientation in their students starting when the students are quite young.…”

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confidence: 99%

The Relation of Academic Achievement, Family and Classroom Social Environment, and Peer Interactions to Prosocial and Antisocial Behavior of Chinese Children

Keung

2003

An International Journal of Psychological Sciences

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“…The GLM is a metatheoretical framework that integrates key ideas from several more specific models, including Social Learning Theory and Social Cognitive Theory (Bandura, 1973;, script theory (Huesmann, 1986;1998), cognitive-neoassociation theory (Berkowitz, 1984), cultivation theory (Comstock & Scharrer, 2007), desensitization theory (Carnagey, Anderson, & Bushman, 2007), and social information processing theory (Crick & Dodge, 1994).…”

Section: Long-term Relations Between Prosocial Media Use Empathy Andmentioning

confidence: 99%

Long-Term Relations Among Prosocial-Media Use, Empathy, and Prosocial Behavior

et al. 2013

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Despite recent growth of research on prosocial media effects (e.g., Greitemeyer, 2011a & b), processes underlying these effects are not well understood. Two studies explored theoretically relevant mediators and moderators of prosocial media effects on helping. Study 1 examined associations among prosocial and violent media use, empathy, and helping with participants from 7 countries. Prosocial media use was positively associated with helping. This effect was mediated by empathy and was similar across cultures. Study 2 explored longitudinal relations among prosocial video game use, violent video game use, empathy, and helping in a large sample of Singaporean children and adolescents measured three times across two years. Path analyses yielded significant longitudinal effects of prosocial and violent video game use on prosocial behavior through empathy. Latent growth curve modeling revealed significant mediated effects of change in video game use on change in helping through change in empathy over the two-year period.

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“…They concluded that the younger students who were externally motivated tended to posses more irrational beliefs while other internally motivated students tended to be more involved in learning. Cheung (1998) hypothesised that conceptions of success of achievement goal affect both the inclination to and actual performance. This was tested in a sample of 673 Chinese adolescents.…”

Section: H0mentioning

confidence: 99%

The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria

Tella

2007

EURASIA J MATH SCI T

243

147

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In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.

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Conceptions of success: their correlates with prosocial orientation and behaviour in Chinese adolescents

Cited by 51 publications

References 26 publications

The Relation of Academic Achievement, Family and Classroom Social Environment, and Peer Interactions to Prosocial and Antisocial Behavior of Chinese Children

The Relation of Academic Achievement, Family and Classroom Social Environment, and Peer Interactions to Prosocial and Antisocial Behavior of Chinese Children

Long-Term Relations Among Prosocial-Media Use, Empathy, and Prosocial Behavior

The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria

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