Explaining Chinese students' academic motivation: filial piety and self‐determination

Abstract

This study investigated the relevance of filial piety and the three components of self‐determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety, perceived scholastic competence, perceived autonomous support from parents, relatedness with parents and academic motivation. By using structural equation modelling, a predictive model of academic motivation, with filial piety, competence, autonomy, relatedness, age and gender as antecedents, was developed. All variables explained the prediction of academic motivation, with competence acted as the strongest effect, followed by relatedness and filial piety. The findings highlight the important contribution of the three self‐determination theory (SDT) components and the value of filial piety for Chinese adolescents' academic motivation. The implications of the findings for future research and educational practice were discussed.

Keywords:

• filial piety
• competence
• autonomy
• relatedness
• academic motivation