Including social goals in achievement motivation research: Examples from the Philippines

King, Ronnel B.; McInerney, Dennis M.

doi:10.9707/2307-0919.1104

Cited by 21 publications

(16 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A unique characteristic of Asian learners is that they adopt both mastery and performance goals simultaneously, a finding that has been termed the "paradox of the Chinese learner. " Empirical evidence supports the view that cultural context (i.e., collectivism) accounts for achievement motivation observed in Asian societies (King and McInerney, 2012;. …”

supporting

confidence: 61%

Validating the Inventory of School Motivation with Mainland Chinese Students

Kauffman

Thomas

et al. 2017

Front. Educ.

View full text Add to dashboard Cite

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...

show abstract

supporting

confidence: 61%

Validating the Inventory of School Motivation with Mainland Chinese Students

Kauffman

Thomas

et al. 2017

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Urdan and Maehr (1995) have defined these goal orientations (or as they state 'social goals') as the perceived social purposes for academic achievement. In a similar vein, McInerney and Ali (2006) refer to social goals as social-grounded reasons for studying (see also King and McInerney 2012) in the sense of solidarity, resulting from social affiliation and social concern. Like academic goals, social goals can direct students' learning behaviour in the classroom, for example, to achieve for the sake of the group (Covington 2000).…”

Section: The Inclusion Of Extrinsic and Social Goal Orientations In Tmentioning

confidence: 99%

Differences in students’ school motivation: A latent class modelling approach

2014

View full text Add to dashboard Cite

In this study, we investigated the school motivation of 7,257 9th grade students in 80 secondary schools across the Netherlands. Using a multiple goal perspective, four motivation dimensions were included: performance, mastery, extrinsic, and social motivation. Our first aim was to identify distinct motivation profiles within our sample, using the four motivation dimensions in a latent class analysis. Our second aim was to investigate the relationships between students' school motivation profiles and several educational outcomes (school commitment, academic self-efficacy, and academic achievement). The 6-cluster solution model best fitted the data. We found two clusters of students with consistent response patterns across all four motivation scales (well above and well below the average scores, respectively), two clusters of which one showed relatively high scores on mastery and social motivation and the other on performance and extrinsic motivation, and two clusters with extremely low scores on performance motivation and to a lesser extent on extrinsic motivation. The results revealed notable differences in school commitment and academic self-efficacy across the six clusters, but not with regard to academic achievement.

show abstract

“…It seems possible that although social goals were not directly related to achievement, the pursuit of social goals helped students to feel more positive in school settings. These patterns would not be discovered, had we relied solely on measuring mastery and performance goals.. Future research is needed to look into the nomological network associated with social goals (King & McInerney, 2012). The positive correlation of extrinsic goals to both achievement and affect to school might be related with the current cultural context where the study was conducted.…”

Section: Discussionmentioning

confidence: 99%

“…A possible problem with slightly lower reliabilities of these scales would be the difficulty in conceptualizing and operationalizing them. As Urdan and Maehr (1995) noted in their landmark review, social goals are still fuzzy constructs in the literature (for reviews see also King & McInerney, 2012;King & Watkins, 2012). Future research could look into possible ways of operationalizing social goals in a more precise manner (for an example see King & Watkins, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…However, some researchers have pointed out the limitations of achievement goal theory and proposed that there are other types of goals (e.g. extrinsic goals and social goals) that are relevant in the school setting (Boekaerts, 2006(Boekaerts, , 2009King & McInerney, 2012;King, McInerney, & Watkins, 2012b;King & Watkins, 2011Urdan & Maehr, 1995). This issue became especially relevant when educational psychologists started investigating students from different cultural contexts, where they found that mastery and performance goals were unable to fully capture the complexity of students' goals (King, McInerney, & Watkins, 2012bKing & Watkins, 2011;Tao, 2003;Tao & Hong, 2000;, Yu & Yang 1994).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines

King

Ganotice²

2013

Univ Psychol

View full text Add to dashboard Cite

a B s t R a c tPersonal investment theory presents a hierarchical and multidimensional model of motivational goals that influence important academic outcomes. The aim of this study was to examine the cross-cultural validity of this model in the Philippine setting using both within-and between-network approaches to construct validation. Filipino high school (N = 823) students participated in the study. Their mean age was 14.28 (SD = 0.97). Confirmatory factor analysis supported the construct validity of the model. The eight types of first order goals (task, effort, competition, social power, social affiliation, social concern, praise, and token goals) formed four second-order goals (mastery, performance, social, and extrinsic), which in turn formed a third-order factor called global motivation. It was found that mastery, performance, and extrinsic were positively related to academic achievement. Social and extrinsic goals were positively related to affect to school. In general, the results supported the cross-cultural validity of the hierarchical and multidimensional model of student motivation in a non-Western context. This study highlights the importance of testing the validity of Western-oriented theories of achievement motivation before they are applied in non-Western settings. Key words authorsPersonal investment theory, achievement goals, Philippines, cross-cultural validation. Key words plusQuantitative Research, Validity, Educative Psychology. R e s u m e n La teoría de investigación personal presenta un modelo jerárquico y multidimensional de los objetivos motivacionales que influencian los resultados académicos importantes. El objetivo de este estudio fue examinar la validez intercultural de este modelo en el contexto Filipino usando una aproximación de tanto dentro y entre redes para la validación de constructo. Estudiantes de secundaria filipinos (N = 823) participaron en el estudio. La edad media fue 14.28 (DE = 0.97). El análisis factorial confirmatorio soportó la validez de constructo del modelo. Los ocho tipos de objetivos de primer orden (tarea, esfuerzo, competición, poder social, afiliación social, preocupación social, alabanza y objetivos simbólicos) formaron cuatro objetivos de segundo orden (dominio, desempeño, social y extrínseco), que a su vez formaron un factor de tercer orden denominado motivación global. Se encontró que los objetivos de dominio, desempeño y extrínseco estaban positivamente relacionados con afecto hacia la escuela. En general, los resultados apoyan la validez intercultural del modelo jerárquico y multidimensional de la motivación de los

show abstract

Including social goals in achievement motivation research: Examples from the Philippines

Cited by 21 publications

References 74 publications

Validating the Inventory of School Motivation with Mainland Chinese Students

Validating the Inventory of School Motivation with Mainland Chinese Students

Differences in students’ school motivation: A latent class modelling approach

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines

Contact Info

Product

Resources

About