This study explores how motivational factors are associated with Taiwanese college students' cognitive, personal, and social development by incorporating both relatively global, static self-attributes, such as social-oriented achievement motivation and individual-oriented achievement motivation, which are considered to be culturally balanced…

This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were…

By investigating undergraduates' epistemological orientations and processes in academic and personal contexts, this study examined whether and how epistemological development in one context is related to development in another context. The focus of this particular study was on tension regarding the contextuality of epistemological development. The…

Most instruments for student evaluation of college instruction focus on the course and the instructor without considering the student's perception of the impact of the course on him or her. The Course Comments Questionnaire (CCQ) and the Personalized Course Analysis (PCA) were developed at the University of Wisconsin, Green Bay to overcome this…