ABSTRACT
Hong Kong Chinese students have been recognized for their outstanding academic achievement in international standardized tests. This phenomenon is analyzed from the motivational perspective, contextualized within cultural and educational environments. Within the framework of social-cognitive theories of motivation, including multiple goal orientation, effort attribution and growth mindset, Hong Kong Chinese students pursue adaptive motivational beliefs that have led to their outstanding academic performance. Despite their academic excellence, Hong Kong Chinese students are vulnerable to emotional problems. Such a paradox can be explained by the motivational beliefs that appear to be double-edged swords. Strategies to enhance students’ motivation and psychological well-being are discussed.
