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Reform changes included broader subject options, career courses and internships for subject guidance, and a class shifting system. 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Evaluation Criteria  \nJing Wang (汪靖)  \nThe Chinese University of Hong Kong  \nECNU Review of Education 2022, Vol. 5(4) 741–760 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120940327](DOI: 10.1177/2096531120940327)[ ](DOI: 10.1177/2096531120940327)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students’ motivation and learning behaviors.  \nDesign/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 interviewed.  \nFindings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subjectselection. 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 atthe cost of ignoring their personal interests.  \nCorresponding author:  \nJing Wang, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China.  \nEmail: [xiaoyuer19921023@126.com](xiaoyuer19921023@126.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: This is a timely study that provides insights into school changes and impactson students’ learning in a changing educational context. Implications for future research and practices are discussed.  \nKeywords  \nAcademic motivation, autonomy support, Chinese students, choices, college admission reform, interest  \nDate received: 11 October 2019; revised: 17 March 2020, 26 May 2020; accepted: 12 June 2020  \nIntroduction  \nChina has a pyramidal education system, and students need to succeed in a highly competitive college entrance examination to enter higher education institutions. The national college entrance examination (NCEE;Gaokao)is the most influential examination for students in Chinese mainland. It is historically a one-shot examination in which students are evaluated based overwhelmingly on their scores and rankings in academic subjects. The college admission policy has been criticized for giving students few choices, stifling interest and creativity, and causing anxiety (Dello-Iacovo, 2009; Wong, 2017) .  \nIn response to these criticisms, Shanghai and Zhejiang governments announced a pilot program of major reforms to college admission procedures in 2014. Although the college admission policy experienced many small changes in thepassing decades, this round ofreform has been the most fundamental and comprehensive, which outlined the blueprint of China’s new Gaokao. One central goal of the reform isto offer students more choices and develop their i","cbCaipbhBhMXhxO5","https://ap.wps.com/l/cbCaipbhBhMXhxO5","pdf",224097,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Background on the NCEE\n## Reform initiatives in Shanghai and Zhejiang\n## Research aims\n# Literature review\n## The pivotal NCEE","[{\"question\":\"What does the study aim to understand about college admission reform in Shanghai?\",\"answer\":\"It aims to understand the school changes triggered by the reform and how these changes affect students’ motivation and learning behaviors.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study observed four classes in one public high school, focusing on homeroom activities and class breaks, and used purposive interviews with selected students and teachers.\"},{\"question\":\"What were the key findings regarding student motivation?\",\"answer\":\"The reform supported some students’ intrinsic motivation and mastery goals, but some students made strategic decisions to maximize admission possibilities while ignoring personal interests.\"}]","A Motivation Perspective on College Admission Reform in Shanghai - The Effect of Providing More Choices and Multiple Evaluation Criteria | PDF",1792092445]