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https://journals.sagepub.com/doi/full/10.1177/2096531120940327
Article Information
Article first published online: July 31, 2020
Received: October 11, 2019; Accepted: June 12, 2020
Author
Jing Wang
The Chinese University of Hong Kong
Abstract
Purpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students' motivation and learning behaviors.
Design/Approach/Methods: Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks. Students and teachers were purposively selected and were interviewed.
Findings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subject selection. A class shifting system was adopted. In response to the comprehensive evaluation criteria, more free time and club activities were offered, so that students can develop their own interests in nonacademic areas. While the reform promoted some students' intrinsic motivation and mastery goals—that is, students reported their intention to develop interests and improve competences—some students made strategic decisions (e.g., avoiding choosing physics, intensive preparation, and extracurricular academic tutoring) to maximize college admission possibilities at the cost of ignoring their personal interests.
Originality/Value: This is a timely study that provides insights into school changes and impacts on students' learning in a changing educational context. Implications for future research and practices are discussed.
Keywords
Academic motivation, autonomy support, Chinese students, choices, college admission reform, interest