Is effort praise motivational? The role of beliefs in the effort–ability relationship     

Shui-fong Lam  Pui-shan Yim  Yee-lam Ng 《Contemporary educational psychology》2008,33(4):694-710

In two studies, we investigated how beliefs in the effort–ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants’ beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort–ability relationship.  相似文献   

Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students     

Shek-Kam Tse  Hwa-Wei Ko  Joseph Wai-Ip Lam  Sau-Yan Hui  Hung-Wai Ng 《Compare》2016,46(3):369-393

This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance.  相似文献   

International trends in health science librarianship Part 10: The Greater China area     

Zhiyun Xie  Julia L.Y. Chan  Louisa Mei Chun Lam  Tzu‐Heng Chiu 《Health information and libraries journal》2014,31(2):161-166

This is the 10th in a series of articles exploring international trends in health science librarianship. This issue describes developments in health science librarianship in the first decade of the 21st century in China, Hong Kong and Taiwan. The next issue will report on Japan and South Korea. JM  相似文献   

Confirmatory factor analysis of the Child Abuse Potential Inventory: results based on a sample of Chinese mothers in Hong Kong     

Chan YC  Lam GL  Chun PK  So MT 《Child abuse & neglect》2006,30(9):1005-1016

OBJECTIVES: To evaluate whether or not the original six-factor structure of the Child Abuse Potential (CAP) Inventory suggested by [Milner, J.S. (1986). The Child Abuse Potential Inventory: Manual (2nd ed.). DeKalb, IL: Psytec. Inc.] can be confirmed with data from a group of Chinese mothers in Hong Kong. METHOD: Eight hundred and ninety-seven mothers from 13 child care centers in Hong Kong successfully completed a set of structured questionnaires consisting, among others, of the 77-item Abuse Scale of the CAP Inventory. A confirmatory factor analysis (CFA) was performed to determine whether the data fits the factorial structure of the CAP Inventory identified by Milner (1986). RESULTS: The root mean square error of approximation (RMSEA) of the model epsilona) is 0.031, indicating a close fit of the model in relation to the degrees of freedom. On testing the close fit against the null hypothesis that Ho: epsilona相似文献   

Real quantitativeness: what formal investigations can(not) show     

Lam  Derek 《Metascience》2022,31(1):125-128

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