A Study of Learning Pressure, Learning Attitudes, and Achievement among Macau Undergraduates

Jen Hung WANG, Kuan Chen TSAI, Sut Kei CHU, Cheok Leng Lei, I Lam Chio, Hoi Man Lee

Abstract


The purpose of this study was to examine the relationships among learning pressure, learning attitudes, and academic achievement of university students; specifically, Chinese undergraduates from three universities in Macau. Convenience sampling was used in the current study, and a total of 135 questionnaires were retrieved. We found a significant, moderate, and positive correlation between learning pressure and learning attitudes. We also found a negative correlation between learning pressure and academic achievement. The last correlation we found, between learning attitude and academic achievement, was positive and significant. When we regressed learning pressure and learning attitudes on academic achievement, the results showed that both variables were effective predictors of achievement.


Keywords


Learning pressure; learning attitudes; academic achievement; Chinese undergraduates; Macau

Full Text:

PDF

References


Arsian, S. (2015). Social Emotional learning and educational stress: A predictive model. Educational Research and Reviews, 10 (2), 184-190.

Atkinson, J. W. (1964). An introduction to motivation. Van Nostrand, NJ: Princeton.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

Carrier, S. J., Thomson, M. M., Tugurian, L. P., & Stevenson, K. T. (2014). Elementary science education in classrooms and outdoors: Stakeholder Views, Gender, Ethnicity, And Testing. International Journal of Science Education 36 (13), 2195-2220.

Chi, W. W. (2006). The Impact of degrees of learning involvement, learning satisfaction on the intention for continuing study: The example of Yulin community college (Master’s thesis). National Chung Cheng University.

Chou, T.-H. (2011). Learning values and learning strategies of high-achieving senior high school students in taipei and Guangzhou. Journal of Gifted Education, 10 (2), 89-124.

Coates, H., & Seifert, T. (2011). Linking assessment for learning, improvement, and accountability. Quality in Higher Education, 17 (2), 179-194.

Christophersen, K.-A., Elstad, E., & A. Turmo, A. (2011). The nature of social practice among school professionals: Consequences of the academic pressure exerted by teachers in their teaching. Scandinavian Journal of Educational Research, 55(6), 639-654.

Courtney, J. G., Longnecker, M. P., Theorell, T., & de Verdier, M. G. (1993). Stressful life events and the risk of colorectal cancer. Epidemiology, 4(5), 407-414.

Culler, R. E., & Hloahan, C. J. (1980). Test anxiety and academic performance: The effects of study related behaviors. Journal of Educational Psychology, 72(1), 16-20.

Dembo, M. H. (2000). Motivation and learning strategies for college success. Mahwah, NJ: Erlbaum.

Dembroski, T. M., & MacDougall, J. M. (1982). Coronary-prone behavior, social psychophysiology, and coronary heart disease. In J. R. Eiser (Ed.). Social Psychology and Behavioral Medicine. New York: John Wiley & Sons.

Elliot, G. R., & Eisdorfer, C. (Eds.). (1982). Stress and human health: Analysis and implications of research. New York: Springer.

Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1), 7-24.

Gross, T. F., & Mastenbrook, M. (1980). Examination of effects of state anxiety on problem-solving efficiency under high and low memory conditions. Journal of Educational Psychology, 72(1), 605-609.

Killian, M., & Bastas, H. (2015). The effects of an active learning strategy on students’ attitudes and students’ performances in introductory sociology classes. Journal of the Scholarship of Teaching and Learning, 15(3), 53-67.

Laio, Y. O., Huang, C.-T., Wang, L.-P., & Hsu, Y. (2006). Study of the relations on the learning pressure, working stress and body-minded condition: In case of Kainan university. Journal of the Chinese for General Education, 10(1), 153-170.

Li, G.-Y. (2007). The study of relationship among attachment relationship, academic attribution, and self-concept of elementary school students (Master’s thesis). National University of Tainan.

Lim, H. J., Bong, M., & Woo, Y. (2015). Reading attitude as a mediator between contextual factors and reading behavior. Teachers College Record, 117(1), 1-36.

Liou, T.-D. (2009). The effects of teachers’ personality, students’ motivation and facility environment on learning satisfaction: A case study of military education (Master’s thesis). Dayeh University.

Maure, L. M., & Marimon, . G. (2014). Examining the role of college student’s approach to math. Educational Research and Reviews, 9(19), 761-770.

Meisenhelder, J. B. (1978). Anxiety: A Block To Clinical Learning.” Nurse Educator, 12(6), 27-30.

Ocak, G., & Yamaç. A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. educational sciences: Theory & Practice, 13(1), 380-387.

Ottens, A. J. (1991). Coping with academic anxiety (coping series). New York: Rosen Publishing Group.

Randler, C., Wüst-Ackermann, P., Vollmer, C., & Hummel, E. (2012). The relationship between disgust, state-anxiety and motivation during a dissection task. Learning and Individual Differences, 22(3), 419-424.

Rau, P.-L., Gao, P. Q., & Wu, L.-M. (2008). Using mobile communication technology in high school education: Motivation, Pressure, and learning performance. Computers & Education, 50(1), 1-22.

Taht, K., & Must, O. (2013). Comparability of educational achievement and learning attitudes across nations. Educational Research and Evaluation, 19(1), 19-38.

Thompson, M. E. (1976). The prediction of academic achievement by a british study habits inventory. Research in Higher Education, 5(4), 365-372.

Tong, S. Y. A., & Adamson, B. (2015). Student voices in school-based assessment. Australian Journal of Teacher Education, 40(2), 15-28.

Tsai, K. C. (2013). Is it fair to blame confucianism as a detrimental factor of creativity? International Journal of Humanities and Social Science Invention, 2(9), 23-28.

Tsai, K. C., & Özturgut, O. (2013). PISA and beyond: What can we learn from Asian education. Pacific- Asian Education Journal, 25(2), 5-16.

Wang, K.-P. (2012). The impact of nursing students’ chemistry learning performance assessment in Taiwan: Competitive versus non-competitive student team achievement division approaches. Research in Science & Technological Education, 30(2), 131-149.

Webb, G. (1986). Factors affecting achievement in the university of cambridge GCE A-Level geography examination. Educational Research, 28(2), 132-138.

Weinberg, R. S. (1989). Anxiety, arousal and motor performance: theory, research, and applications. In D. Hackfort & C. D. Spielberger (Eds.), Anxiety in sports: An international perspective (pp.95-116). New York: Hemisphere.

Wigfield, A., & Eccles, J. S. (1990). Test anxiety in the school setting. In M. Lewin & S. M. Miller (Eds.), Handbook of developmental psychopathology: perspectives in developmental psychology (pp.237-250). New York: Plenum.

Zeng, C.-B. (2007). A study of pressure source in Macau university students. Macau: Macau Youth Research Association. Retrieved from http://www.myra.org.mo/wp-content/uploads/2009/03/2007-12.p




DOI: http://dx.doi.org/10.3968/7488

Refbacks

  • There are currently no refbacks.


Copyright (c) 2015 Canadian Social Science



Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/css/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture