Cross-Cultural Learning Approaches in Students from the USA, Japan and Taiwan

Brown, Michael; Aoshima, M.; Bolen, Larry M.; Chia, Rosina C.; Kohyama, Takaya

doi:10.1177/0143034307085660

Cited by 7 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This tendency toward externality in Asia could also be influenced by the overall religious/philosophical beliefs exemplified in Buddhism and some other belief systems which postulate the importance of accepting ones circumstances. In a different study of Asian and American cultures, Brown, Aoshima, Bolen, Chia, and Kohyama (2007) compared locus of control and learning approaches among students in the United States, Japan, and Taiwan. They found that both Japanese and Taiwanese students scored higher on externality than the students from the United States but that they are not more likely to attribute learning outcomes to external versus internal factors.…”

Section: Locus Of Controlmentioning

confidence: 99%

Motivational Design for Learning and Performance

Keller

2010

810

391

View full text Add to dashboard Cite

), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) This book is dedicated to Cecilia PrefaceWhat are the critical components of learner motivation? What is the responsibility of a designer, instructor, counselor, coach, or parent for learner motivation? How can you determine what motivational tactics to use and when to use them?It is customary to begin a book or major article about motivation by pointing out that it is a powerful influence on performance and that it is a complex aspect of human behavior. This book is no exception in that regard. Both of these generalizations are quite true, but it is also the case that having knowledge about motivational concepts and theories is seldom sufficient for a person who is trying to design learning environments that will stimulate and sustain their students' motivation. This book has been written for people who are involved in designing or delivering instruction. This includes instructional designers, performance technologists, trainers, teachers, curriculum developers, and anyone else who is responsible for stimulating and sustaining peoples' motivation to learn. The principles and methods in this book can be used by any of these people in school settings as well as private, public, and military sector training design and delivery. Furthermore, the approaches described in this book have been used in many international settings. One final point is that there are no prerequisites for students or professionals who use this book. It assumes no background in psychological or pedagogical theory. PurposeThe aim of this book is to provide an introduction to the concept of motivational design and to then support it with knowledge of motivational concepts and theories, a systematic motivational design process, and tools to support motivational design activities. Motivational researchers have produced numerous strategies for stimulating or changing one or more specific components of learner motivation and all of them are useful within their specific area of application. However, the goal of this book is to present a generalized, systematic approach that is holistic in nature with regard to the various aspects of learner motivation. The book aims at being ''selfsufficient'' in that it provides a sufficient understanding of motivational vii concepts and theories to support the motivational design process and a thorough explanation of the design process itself.Another goal of this book is to assist the reader in understanding ...

show abstract

Section: Locus Of Controlmentioning

confidence: 99%

Motivational Design for Learning and Performance

Keller

2010

810

391

View full text Add to dashboard Cite

show abstract

“…A few earlier studies documented that Asians, Asian Americans, and MexicanAmericans had a more internal locus of control than their Caucasian counterparts (Brown et al 2007;Hamilton et al 1989;Si et al 1995). A number of studies, however, showed that ethnic minority groups such as African, Asian, and Mexican-Americans tended to hold a more external locus of control (Leung 2001;O'Hea et al 2009;Okeke et al 1999;Ramirez 1988) than European Americans.…”

Section: Introductionmentioning

confidence: 98%

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

Kang

Chang

Chen

et al. 2013

J Youth Adolescence

View full text Add to dashboard Cite

Past research has shown that locus of control plays an important role in a wide range of behaviors, such as academic achievement and positive social behaviors. However, little is known about whether locus of control plays the same role in minority adolescents' peer relationships. The current study examined ethnic differences in the associations between locus of control and peer relationships in early adolescence using samples from the Early Childhood Longitudinal Study (ECLS-K: 5,612 Caucasian, 1,562 Hispanic, 507 Asian, and 908 AfricanAmerican adolescents) and the National Education Longitudinal Study (NELS: 8,484 Caucasian, 1,604 Hispanic, and 860 Asian, and 1,228 African American adolescents).Gender was approximately evenly split in both samples. The results from the two datasets were highly consistent. Significant interactions between ethnicity and locus of control indicated that having a more internal locus of control was particularly important for Caucasian students' peer relationships (ECLS-K) and social status (NELS), but less so for Asian, Hispanic, and African American students. Our findings suggest that the role of locus of control in peer relationship is contingent upon culture.

show abstract

“…Such results are consistent with fatalistic beliefs that prevail in many Asian cultures and the Catholic tradition in Mexican culture (McCabe, Goehring, Yeh, & Lau, 2008; Norenzayan & Lee, 2010). However, other research found that Asian American youth, who strongly valued education, were likely to attribute academic success and failure to their own efforts, reflecting an internal locus of control (Brown, Aoshima, Bolen, Chia, & Kohyama, 2007).…”

Section: Country Of Origin and Socioemotional Well-being Of Children ...mentioning

confidence: 99%

A latent class analysis of multifaceted economic experience and socioemotional well-being of children of immigrants.

Zhang¹

2020

Developmental Psychology

View full text Add to dashboard Cite

Developmental studies have consistently argued for consideration of contextual influences on children's socioemotional well-being. This is particularly true among children of immigrants, who have highly diverse social, cultural, and economic backgrounds. Using the Early Childhood Longitudinal Study-Kindergarten, this study disentangled the variation of socioemotional well-being among children of immigrants in the United States by looking at country of origin and their multifaceted economic experiences. The study first examined the economic lives of children of immigrants by conducting a latent class analysis with 3 dimensions-depth, duration, and income volatility from kindergarten to fifth grade. It further investigated how multifaceted economic experiences shaped the socioemotional perceptions of children of immigrants by considering country of origin. Findings from this study support both the immigrant risk and immigrant paradox perspectives, depending on country of origin, patterns of economic experiences, and the examined socioemotional domain. Children of immigrants generally perceived themselves to have a worse locus of control, self-concept, and internalizing symptoms at eighth grade than their peers of native-born parents. After considering the economic circumstances of these families, the picture was no longer straightforward. Children of South East Asian and East Asian origins reported worse socioemotional well-being than their White peers of native-born parents in chronic near-poor circumstances. Otherwise, most children of immigrants fared as well as their White children of native-born parents under similar economic conditions. Findings underscore the importance of country of origin and economic experiences in accounting for the variations of socioemotional well-being among children of immigrants.

show abstract

Cross-Cultural Learning Approaches in Students from the USA, Japan and Taiwan

Cited by 7 publications

References 26 publications

Motivational Design for Learning and Performance

Motivational Design for Learning and Performance

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

A latent class analysis of multifaceted economic experience and socioemotional well-being of children of immigrants.

Contact Info

Product

Resources

About