Publication Date

2016

Abstract

The aim of the present study was to investigate how different types of social goals (social affiliation, social approval, social concern, and social status) were related to students’ learning strategies. Secondary students (N = 697) from Hong Kong answered the relevant questionnaires. Results indicated that social concern and social status goals were positively associated with deep learning and achieving learning strategies. Theoretical and practical implications are discussed.

School/Institute

Institute for Positive Psychology and Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

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