Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory

King, Ronnel B.; McInerney, Dennis M.

doi:10.1080/00461520.2014.926813

Cited by 180 publications

(125 citation statements)

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“…Personal investment is a social-cognitive theory concerned with how individuals choose to allocate their effort, ability, and time for different activities (Maehr and McInerney, 2004;Braskamp, 2009;King and McInerney, 2014;McInerney, 2016). The theory is an important foundation of ISM and has been proven valuable in cross-cultural settings because it is sensitive to both universal and relative goal behaviors.…”

Section: Pi Theorymentioning

confidence: 99%

“…Personal investment is a social-cognitive theory concerned with how individuals choose to allocate their effort, ability, and time for different activities (Maehr and McInerney, 2004;Braskamp, 2009;King and McInerney, 2014;McInerney, 2016 culturally specific motivational dimensions still vary both within and across groups. PI emphasizes the subjective meaning that persons attach to achievement situations, which reflect their culturally determined belief systems.…”

Section: Pi Theorymentioning

confidence: 99%

“…Affiliation and social concern are associated with individuals' preference for cooperation with other students and seeking group success with support and caring. Praise and token rewards relate to individuals' goals to seek social recognition and tangible rewards (McInerney, 2008(McInerney, , 2016McInerney and Liem, 2009;King and McInerney, 2014).…”

Section: Pi Theorymentioning

confidence: 99%

“…Assessment tools have been developed specifically to represent constructs associated with PI, notably the Inventory of School Motivation (ISM). ISM has been tested across widely diverse groups, yielding evidence for its reliability and validity in Western and non-Western contexts (McInerney and Liem, 2009;King and McInerney, 2014;McInerney, 2016). It has been validated primarily outside Mainland China, however [see, for example, Watkins et al (2002), McInerney and Ali (2006), and ].…”

mentioning

confidence: 99%

“…Social-cognitive in nature, PI emphasizes the role of context in meaning construction across cultures and reflects the multidimensional nature of achievement goals King and McInerney, 2014;Da Silva, 2016). Assessment tools have been developed specifically to represent constructs associated with PI, notably the Inventory of School Motivation (ISM).…”

mentioning

confidence: 99%

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Validating the Inventory of School Motivation with Mainland Chinese Students

Kauffman

Thomas

et al. 2017

Front. Educ.

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The purpose of this study was to validate the Inventory of School Motivation (ISM) (Mainland China), which was developed specifically for use with Mainland Chinese students. Development of the instrument was grounded in personal investment theory and built on the ISM instrument, which has been shown to accurately tap the achievement goal constructs hypothesized by the theory. Our data analysis indicated that the subscales in our instrument do represent dimensions associated with achievement goals: task, effort, competition, social power, affiliation, social concern, praise, and token. Participants were 458 undergraduates from five universities in eastern China. A series of nested confirmatory factor analyses supported a multidimensional school motivation structure. The results indicated both convergent and concurrent validity for the instrument with Mainland students. Relationships were found between ISM goal constructs and global motivation goals, family-oriented goals, self-concepts, and learning approaches. Our findings support that Mainland Chinese students' achievement goal orientation is consistent with that found in other cultures, suggesting that the instrument and the theory that informs it may further cross-cultural research in this area. At the same time, though, our findings show that Mainland students endorse some goal orientations differently from other groups, suggesting an inventory instrument specific to Mainland China is both important and necessary.Keywords: achievement motivation, personal investment theory, inventory of school Motivation, cross-cultural studies, instrument validation inTrODUcTiOn There is growing recognition that culture influences achievement motivation. Guay (2016) argues that learners' motivation "is not based solely on such intrapersonal factors as innate characteristics, but also on contexts (including cultural ones) in which students are supposed to develop their competencies. Thus, the cultural context is expected to shape motivation (i.e., cultural specificity)" (p. 157). Western concepts of achievement motivation, however, have been applied to diverse groups without reference to differences in culture, an approach that can mischaracterize the true nature of achievement motivation in different groups (Maehr and McInerney, 2004). Empirical evidence is building to show that findings drawn from culturally neutral studies may not accurately describe the true nature of achievement motivation in diverse groups (e.g., Maehr and Nicholls, 1980;McInerney et al., 1997;Bempechat and Drago-Severson, 1999;Salili and Hoosain, 2002;Guay, 2016;Lam et al., 2016). Researchers have shown specific interest studying motivation in Asian cultures. Studies in this area report that some Asian groups differ from their Western counterparts in the way they construe self, others, and the interdependence of the two (Markus and Kitayama, 1991;Li, 2002;Chang et al., 2003;Ho and Hau, 2008;Cheng and Lam, 2013). Previous research has characterized these differences as being collectivist and individual...

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Section: Pi Theorymentioning

confidence: 99%

“…Personal investment is a social-cognitive theory concerned with how individuals choose to allocate their effort, ability, and time for different activities (Maehr and McInerney, 2004;Braskamp, 2009;King and McInerney, 2014;McInerney, 2016 culturally specific motivational dimensions still vary both within and across groups. PI emphasizes the subjective meaning that persons attach to achievement situations, which reflect their culturally determined belief systems.…”

Section: Pi Theorymentioning

confidence: 99%

Section: Pi Theorymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Validating the Inventory of School Motivation with Mainland Chinese Students

Kauffman

Thomas

et al. 2017

Front. Educ.

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External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

Bernardo

Yeung²,

Resurreccion

et al. 2018

Psychology in the Schools

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Intervention programs to strengthen hope in students have been developed and implemented in schools. The programs are based on Snyder's theory that defines hope as thoughts regarding personal capacities and pathways for goal attainment. Hope theory was recently extended to include external loci‐of‐hope, which derive from conjoint models of agency emphasized in collectivist societies. But evidence on external loci‐of‐hope's positive influence on students’ well‐being is limited. Two studies (involving student samples from four universities in Asian cities) explored how external loci‐of‐hope relate to students’ life satisfaction, personal well‐being (self‐esteem, self‐mastery), relational well‐being (relational self‐esteem, communal mastery), and coping styles for school‐related stress. Results show that external loci‐of‐hope dimensions predict students’ life satisfaction and relational aspects of well‐being, but also predict maladaptive coping. The results are discussed in relation to how the work of psychologists in schools benefit from approaches that contextualize theoretical precepts in cultural meanings and experiences in different parts of the world.

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Classroom goal structures: Observations from urban and rural high school classes in China

Wang

Rao

2019

Psychology in the Schools

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This study reports on the goal structures of one rural and one urban Grade 11 class in China, based on classroom observations and teacher and student interviews. Classroom observations, conducted over a 6‐month period, focused on physical settings and classroom activities. In each class, seven students and the homeroom teacher were interviewed to discern their views about classroom goal structures. Results indicated that although high scores and rankings on tests were admired, students were also encouraged to master knowledge, exert effort, develop good habits, and learn from their errors, reflecting the coexistence of both mastery and performance goals. Comparisons revealed that the rural class had a predominantly examination‐oriented focus whereas the urban class did not place as great importance on examination outcomes. Implications of the findings for research and practices are discussed.

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Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory

Cited by 180 publications

References 97 publications

Validating the Inventory of School Motivation with Mainland Chinese Students

Validating the Inventory of School Motivation with Mainland Chinese Students

External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

Classroom goal structures: Observations from urban and rural high school classes in China

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