Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis

‘My family’s goals are also my goals’: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany

“…This suggests that collectivistic-oriented individuals can be motivated when closely related persons make a choice for them in the academic context, because they might internalize the values and goals of close others due to their relatedness needs driven by their collectivistic orientation (Bao & Lam, 2008;Chirkov, Ryan, Kim, & Kaplan, 2003). This is in line with research showing that distal extrinsic academic goals (e.g., being motivated to do well in academic situations to get a good job; Kao & Tienda, 1995) promote the motivation of collectivistic-oriented students to meet the expectations of their parents (for a metaanalysis on immigrant students, see Kim, Mok, & Seidel, 2020;Mok, Martiny, Gleibs, Deaux, & Froehlich, 2017;Phalet & Claeys, 1993). For example, it was found that students of Turkish background living in Germany with strong endorsement of vertical collectivism (in comparison to those with weak endorsement) after activating a negative stereotype in an achievement situation showed a decrease in performance and were more motivated to collaborate with German students (who were stereotypically seen as more competent than Turkish migrants) in order to achieve a high-performance outcome in the future which is in line with their parents' achievement expectations (Mok et al, 2017).…”

Elternbeteiligung als Potenzial zur Förderung des schulischen Erfolgs. Ein Second-Order-Review

“…Die 18 analysierten Metaanalysen wurden zwischen 2001 und 2020 veröff entlicht und basieren auf mindestens 14 (Kim, Mok & Seidel, 2020) und maximal 448 Primär studien (Barger, Kim, Kuncel & Pomerantz, 2019). Fünfzehn Metaanalysen untersuchten die Zusammenhänge zwischen Formen der Elternbeteiligung und der Schulleistung der Schüler*innen, zwei Metaanalysen beziehen zusätzlich die Motivation der Schüler*innen mit ein (Barger et al, 2019;Vasquez et al, 2016).…”

Cultural Pluralism and Social Connectedness as Predictors of Immigrant Students’ Social Wellbeing and Achievements

“…Previously in immigrant students' context, achievement has been studied as an outcome of cultural pluralism, motivation, psychological adoption, etc. (Kim et al, 2020;Oczlon et al, 2021;Oweis, 2018;Schotte et al, 2018). Besides, social connectedness has been studied in the context of the host community, the ethnic community, or both (Cojuharenco et al, 2016;Stone & Logan, 2018;Sun et al, 2021).…”