The Relationship among Causal Attributions, Learning Strategies and Level of Achievement: A Hong Kong Chinese Study

The relationship between causal attributions, motives and learning strategies and their influence as determinants of achievement was investigated. Two hundred and thirty seven grade 9 high‐ and low‐achieving students from Anglo‐Chinese schools responded to the Academic Achievement Attribution and Learning Process Questionnaires. Both groups attributed academic success and failure more to internal than external causes, but high achievers were higher on achieving motive and approach to learning and low achievers were higher on surface motive and approach. The results of path analysis revealed that the influence of attributions on achievement was mediated by students’ motives and strategies for learning. Findings and implications are discussed in relation to the social and cultural context of Hong Kong. Descriptors: Causal attributions and learning strategies of Chinese students. 1 1 This article is based on a research reported originally by the first author in a Masters degree thesis written under joint direction of the second and third authors.