Differences in the motivational beliefs of Asian American and non-Asian students.

Eaton, Martin J.; Dembo, Myron H.

doi:10.1037/0022-0663.89.3.433

Cited by 198 publications

(158 citation statements)

References 63 publications

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“…The respect for parental views has also been found to be a common feature of Asian students' attitudes (e.g. Eaton and Dembo, 1997), while the learners' general desire to succeed academically in their new school is confirmed by the fact that only 24% believe that English is more important than other subjects.…”

Section: The Importance Of Englishmentioning

confidence: 89%

Integrative motivation in a globalizing world

Lamb

2004

System

325

188

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This article reports on research into the motivation of Indonesian children aged 11-12 years old, as they begin formal study of English in an urban junior high school. The research used closed and open questionnaire items, backed up by class observations and interviews with a selected group of learners. Very high levels of motivation to learn the language were found throughout the cohort, including both integrative and instrumental orientations, but these two traditionally distinct constructs were found to be almost indistinguishable. The article argues that as English loses its association with particular Anglophone cultures and is instead identified with the powerful forces of globalization, the desire to 'integrate' loses its explanatory power in many EFL contexts. Individuals may aspire towards a 'bicultural' identity which incorporates an English-speaking globally-involved version of themselves in addition to their local L1-speaking self. It is speculated that changes in individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification, especially during the formative years of adolescence.

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Section: The Importance Of Englishmentioning

confidence: 89%

Integrative motivation in a globalizing world

Lamb

2004

System

325

188

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“…Evidence regarding the mediating role of academic self-efficacy among Asian American students is scarce, but a study by Eaton and Dembo (1997) found that, on average, Asian American ninth graders had lower academic self-efficacy beliefs but higher achievement behaviors compared to non-Asian American students, suggesting that academic selfefficacy may not be responsible for the high achievement of this group. Correlations indicated that fear of failure was significantly associated with academic achievement for the Asian American students, but that self-efficacy beliefs were not.…”

Section: High Parental Expectations Indicate That Parents Value Achiementioning

confidence: 99%

Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.Keywords Parental expectations . Academic achievement . Education . Ethnicity . Race . Socioeconomic statusThe role of parental expectations in affecting children's academic progress has received substantial attention from psychologists and sociologists over the past half century. In general, parental expectations have been found to play a critical role in children's academic success. Students whose parents hold high expectations receive higher grades, achieve higher scores on standardized tests, and persist longer in school than do those whose parents hold relatively low expectations (Davis-Kean 2005;Pearce 2006;Vartanian et al. 2007). High parental expectations are also linked to student motivation to achieve in school, scholastic and social resilience, and aspirations to attend college (Hossler and Stage 1992;

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“…Other fields of the social sciences, such as sociology, have conducted studies to examine achievement motivation among some minority populations (Rumberger & Larson, 1998;Anderson & Evans, 1976;Eaton & Dembo, 1997;Evans & Anderson, 1973). Unfortunately, the findings from this work are limited because those researchers have tended to use grade point average (Rumberger & Larson, 1998), test scores (Eaton & Dembo, 1997;Rumberger & Larson, 1998) or parental focus on achievement (Anderson & Evans, 1976) as proxies for motivation. The use of such measures runs the risk of confounding achievement motivation with its presumed outcomes.…”

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confidence: 99%

Why Try? Achievement Motivation and Perceived Academic Climate Among Latino Youth

Wilkins

Kuperminc

2009

The Journal of Early Adolescence

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Elliot and McGregor's (2001) 2x2 model of achievement motivation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143Latino adolescents to examine how achievement motivation relates to demographic factors (immigration age, gender, grade), perception of academic climate, and academic outcomes and how these associations change over time. Girls reported higher levels of masteryavoidance achievement motivation and 8 th graders reported a greater increase in masteryapproach achievement motivation over time. Perception of a task-focused academic climate moderated the association between mastery-approach achievement motivation and teacherrated academic outcomes. The findings suggest 1) that Latino adolescents' gender and grade level relate significantly to their achievement motivation 2) that perception of a taskperformance focused academic climate plays an important role in their academic achievement.

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Differences in the motivational beliefs of Asian American and non-Asian students.

Cited by 198 publications

References 63 publications

Integrative motivation in a globalizing world

Integrative motivation in a globalizing world

Parental Expectations and Children's Academic Performance in Sociocultural Context

Why Try? Achievement Motivation and Perceived Academic Climate Among Latino Youth

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