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You searched for +publisher:"University of Hong Kong" +contributor:("Lam, SF"). Showing records 1 – 13 of 13 total matches.

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University of Hong Kong

1. Bao, Xuehua. Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation.

Degree: 2005, University of Hong Kong

Subjects/Keywords: Mother and child - Psychological aspects - China - Hong Kong.; Teacher-student relationships - Psychological aspects - China - HongKong.; Learning.; Autonomy in children - China - Hong Kong.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bao, X. (2005). Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/52486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bao, Xuehua. “Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation.” 2005. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/52486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bao, Xuehua. “Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation.” 2005. Web. 08 Aug 2020.

Vancouver:

Bao X. Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation. [Internet] [Thesis]. University of Hong Kong; 2005. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/52486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bao X. Who makes the choice?: rethinking the roles of self-determination and relatedness in Chinese children's motivation. [Thesis]. University of Hong Kong; 2005. Available from: http://hdl.handle.net/10722/52486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

2. 舒子薇. The role of regulatory focus in the relations between success/failure feedback and achievement motivation.

Degree: 2006, University of Hong Kong

Subjects/Keywords: Feedback (Psychology); Academic achievement.; Self-control.; College students - China - Hong Kong - Psychology.; Motivation in education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

舒子薇.. (2006). The role of regulatory focus in the relations between success/failure feedback and achievement motivation. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/52493

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

舒子薇.. “The role of regulatory focus in the relations between success/failure feedback and achievement motivation.” 2006. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/52493.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

舒子薇.. “The role of regulatory focus in the relations between success/failure feedback and achievement motivation.” 2006. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

舒子薇.. The role of regulatory focus in the relations between success/failure feedback and achievement motivation. [Internet] [Thesis]. University of Hong Kong; 2006. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/52493.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

舒子薇.. The role of regulatory focus in the relations between success/failure feedback and achievement motivation. [Thesis]. University of Hong Kong; 2006. Available from: http://hdl.handle.net/10722/52493

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

3. 唐瑩. The cost of being mommy's boys or girls: the role of internalization in the development of perfectionism anddepression.

Degree: 2007, University of Hong Kong

Subjects/Keywords: Perfectionism (Personality trait); Depression in children - China - Hong Kong.; Parental influences - China - Hong Kong.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

唐瑩. (2007). The cost of being mommy's boys or girls: the role of internalization in the development of perfectionism anddepression. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/52500

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

唐瑩. “The cost of being mommy's boys or girls: the role of internalization in the development of perfectionism anddepression.” 2007. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/52500.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

唐瑩. “The cost of being mommy's boys or girls: the role of internalization in the development of perfectionism anddepression.” 2007. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

唐瑩. The cost of being mommy's boys or girls: the role of internalization in the development of perfectionism anddepression. [Internet] [Thesis]. University of Hong Kong; 2007. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/52500.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

唐瑩. The cost of being mommy's boys or girls: the role of internalization in the development of perfectionism anddepression. [Thesis]. University of Hong Kong; 2007. Available from: http://hdl.handle.net/10722/52500

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

4. 區建中. Stand-up or give in?: combining self salienceand opponent's stance in understanding interpersonal conflictprocesses.

Degree: 2008, University of Hong Kong

Subjects/Keywords: Self-perception.; Interpersonal conflict.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

區建中.. (2008). Stand-up or give in?: combining self salienceand opponent's stance in understanding interpersonal conflictprocesses. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/55543

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

區建中.. “Stand-up or give in?: combining self salienceand opponent's stance in understanding interpersonal conflictprocesses.” 2008. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/55543.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

區建中.. “Stand-up or give in?: combining self salienceand opponent's stance in understanding interpersonal conflictprocesses.” 2008. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

區建中.. Stand-up or give in?: combining self salienceand opponent's stance in understanding interpersonal conflictprocesses. [Internet] [Thesis]. University of Hong Kong; 2008. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/55543.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

區建中.. Stand-up or give in?: combining self salienceand opponent's stance in understanding interpersonal conflictprocesses. [Thesis]. University of Hong Kong; 2008. Available from: http://hdl.handle.net/10722/55543

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

5. 張曉. Who will make up for weaknesses?: motivational effects of group norms, identification, and ability.

Degree: 2009, University of Hong Kong

Subjects/Keywords: Social norms - Psychological aspects.; Ability.; Group identity.; Personality and motivation.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

張曉. (2009). Who will make up for weaknesses?: motivational effects of group norms, identification, and ability. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/56589

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

張曉. “Who will make up for weaknesses?: motivational effects of group norms, identification, and ability.” 2009. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/56589.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

張曉. “Who will make up for weaknesses?: motivational effects of group norms, identification, and ability.” 2009. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

張曉. Who will make up for weaknesses?: motivational effects of group norms, identification, and ability. [Internet] [Thesis]. University of Hong Kong; 2009. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/56589.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

張曉. Who will make up for weaknesses?: motivational effects of group norms, identification, and ability. [Thesis]. University of Hong Kong; 2009. Available from: http://hdl.handle.net/10722/56589

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

6. 周宁. Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors.

Degree: 2011, University of Hong Kong

Subjects/Keywords: Classroom management - Cross-cultural studies.; Motivation in education - Cross-cultural studies.; Teacher-student relationships - Cross-cultural studies.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

周宁. (2011). Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/133196

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

周宁. “Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors.” 2011. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/133196.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

周宁. “Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors.” 2011. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

周宁. Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors. [Internet] [Thesis]. University of Hong Kong; 2011. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/133196.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

周宁. Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors. [Thesis]. University of Hong Kong; 2011. Available from: http://hdl.handle.net/10722/133196

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

7. 王柏豪. The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support.

Degree: 2011, University of Hong Kong

Subjects/Keywords: Achievement motivation in adolescence - China - Hong Kong.; Academic achievement - China - Hong Kong.; Motivation in education - China - Hong Kong.; Education, Secondary - China - Hong Kong.; Engagement (Philosophy)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

王柏豪.. (2011). The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/134078

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

王柏豪.. “The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support.” 2011. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/134078.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

王柏豪.. “The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support.” 2011. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

王柏豪.. The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support. [Internet] [Thesis]. University of Hong Kong; 2011. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/134078.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

王柏豪.. The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher support. [Thesis]. University of Hong Kong; 2011. Available from: http://hdl.handle.net/10722/134078

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

8. Yip, Wai-kin. From vulnerability to resilience : multiple routes to social and self-acceptance as buffers of norm-based rejection sensitivity.

Degree: 2014, University of Hong Kong

 People with high norm-based rejection sensitivity have heightened anticipatory anxiety and expectation of rejection if they do not follow norms. Under threats of rejection (e.g.,… (more)

Subjects/Keywords: Social acceptance; Self-acceptance; Rejection (Psychology)

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APA (6th Edition):

Yip, W. (2014). From vulnerability to resilience : multiple routes to social and self-acceptance as buffers of norm-based rejection sensitivity. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/206697

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yip, Wai-kin. “From vulnerability to resilience : multiple routes to social and self-acceptance as buffers of norm-based rejection sensitivity.” 2014. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/206697.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yip, Wai-kin. “From vulnerability to resilience : multiple routes to social and self-acceptance as buffers of norm-based rejection sensitivity.” 2014. Web. 08 Aug 2020.

Vancouver:

Yip W. From vulnerability to resilience : multiple routes to social and self-acceptance as buffers of norm-based rejection sensitivity. [Internet] [Thesis]. University of Hong Kong; 2014. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/206697.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yip W. From vulnerability to resilience : multiple routes to social and self-acceptance as buffers of norm-based rejection sensitivity. [Thesis]. University of Hong Kong; 2014. Available from: http://hdl.handle.net/10722/206697

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

9. Yim, Pui-shan, Amy. Effects of praises on achievement motivation.

Degree: 2002, University of Hong Kong

Subjects/Keywords: Praise.; Achievement motivation.; Learning, Psychology of.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yim, Pui-shan, A. (2002). Effects of praises on achievement motivation. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/31245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yim, Pui-shan, Amy. “Effects of praises on achievement motivation.” 2002. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/31245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yim, Pui-shan, Amy. “Effects of praises on achievement motivation.” 2002. Web. 08 Aug 2020.

Vancouver:

Yim, Pui-shan A. Effects of praises on achievement motivation. [Internet] [Thesis]. University of Hong Kong; 2002. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/31245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yim, Pui-shan A. Effects of praises on achievement motivation. [Thesis]. University of Hong Kong; 2002. Available from: http://hdl.handle.net/10722/31245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

10. Cheng, Wing-yi, Rebecca. Levels of identity as a moderator of the big-fish-little-pond effect.

Degree: 2002, University of Hong Kong

Subjects/Keywords: Academic achievement.; Self-perception.; Group identity.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cheng, Wing-yi, R. (2002). Levels of identity as a moderator of the big-fish-little-pond effect. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/31692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cheng, Wing-yi, Rebecca. “Levels of identity as a moderator of the big-fish-little-pond effect.” 2002. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/31692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cheng, Wing-yi, Rebecca. “Levels of identity as a moderator of the big-fish-little-pond effect.” 2002. Web. 08 Aug 2020.

Vancouver:

Cheng, Wing-yi R. Levels of identity as a moderator of the big-fish-little-pond effect. [Internet] [Thesis]. University of Hong Kong; 2002. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/31692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cheng, Wing-yi R. Levels of identity as a moderator of the big-fish-little-pond effect. [Thesis]. University of Hong Kong; 2002. Available from: http://hdl.handle.net/10722/31692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

11. 曾家儀. Chinese parenting paradox: a cross-cultural comparison of maternal controlling behaviors.

Degree: 2012, University of Hong Kong

 Past research has indicated that controlling parenting practices may impede children’s learning motivation, while autonomy-supportive practices may facilitate learning outcomes (Grolnick, Ryan, & Deci, 1991).… (more)

Subjects/Keywords: Mother and child - Psychological aspects - China - Hong Kong - Cross-cultural studies.

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APA (6th Edition):

曾家儀.. (2012). Chinese parenting paradox: a cross-cultural comparison of maternal controlling behaviors. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/181494

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

曾家儀.. “Chinese parenting paradox: a cross-cultural comparison of maternal controlling behaviors.” 2012. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/181494.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

曾家儀.. “Chinese parenting paradox: a cross-cultural comparison of maternal controlling behaviors.” 2012. Web. 08 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

曾家儀.. Chinese parenting paradox: a cross-cultural comparison of maternal controlling behaviors. [Internet] [Thesis]. University of Hong Kong; 2012. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/181494.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

曾家儀.. Chinese parenting paradox: a cross-cultural comparison of maternal controlling behaviors. [Thesis]. University of Hong Kong; 2012. Available from: http://hdl.handle.net/10722/181494

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

12. Cheng, Wing-yi, Rebecca. Effects of social goals on student achievement motivation: the role of self-construal.

Degree: 2005, University of Hong Kong

Subjects/Keywords: Social perception - Cultural-cultural studies.; Self-perception - Cross-cultural studies.; Motivation in education - Cultural-cultural studies.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cheng, Wing-yi, R. (2005). Effects of social goals on student achievement motivation: the role of self-construal. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/28277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cheng, Wing-yi, Rebecca. “Effects of social goals on student achievement motivation: the role of self-construal.” 2005. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/28277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cheng, Wing-yi, Rebecca. “Effects of social goals on student achievement motivation: the role of self-construal.” 2005. Web. 08 Aug 2020.

Vancouver:

Cheng, Wing-yi R. Effects of social goals on student achievement motivation: the role of self-construal. [Internet] [Thesis]. University of Hong Kong; 2005. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/28277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cheng, Wing-yi R. Effects of social goals on student achievement motivation: the role of self-construal. [Thesis]. University of Hong Kong; 2005. Available from: http://hdl.handle.net/10722/28277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

13. Chan, Wan-man, Edna. The influence of accountability on stereotypic perception as a function of implicit theories.

Degree: 2003, University of Hong Kong

Subjects/Keywords: Stereotype (Psychology); Immigrants - China - Hong Kong - Public opinion.; Group identity - Psychological aspects - China - Hong Kong.

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APA (6th Edition):

Chan, Wan-man, E. (2003). The influence of accountability on stereotypic perception as a function of implicit theories. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/34049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chan, Wan-man, Edna. “The influence of accountability on stereotypic perception as a function of implicit theories.” 2003. Thesis, University of Hong Kong. Accessed August 08, 2020. http://hdl.handle.net/10722/34049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chan, Wan-man, Edna. “The influence of accountability on stereotypic perception as a function of implicit theories.” 2003. Web. 08 Aug 2020.

Vancouver:

Chan, Wan-man E. The influence of accountability on stereotypic perception as a function of implicit theories. [Internet] [Thesis]. University of Hong Kong; 2003. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10722/34049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chan, Wan-man E. The influence of accountability on stereotypic perception as a function of implicit theories. [Thesis]. University of Hong Kong; 2003. Available from: http://hdl.handle.net/10722/34049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.