The culture and contexts of achievement motivation

Elliott, Julian; Bempechat, Janine

doi:10.1002/cd.41

Cited by 15 publications

(13 citation statements)

References 49 publications

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“…By comparison, countries such as the United States offer multiple opportunities and many paths to academic-degree attainment. Although many American students perceive themselves to put forth academic effort, the notion of "working hard" appears to be construed very differently when being compared to Asian students (Elliott & Bempechat, 2002). In the end, there is no difference in the number of college graduates between the two countries (i.e., 20% of the U.S. population have college degrees; 2000 U.S. Census data), but the mechanisms by which one attains such status are quite different indeed.…”

Section: Educational Opportunitiesmentioning

confidence: 93%

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Academic achievement of children in China: The 2002 Fulbright experience

Phelps

2005

Psychology in the Schools

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The 2002 Fulbright team, led by Zheng Zhou of St. John's University, consisted of 12 professionals in the fields of education, counseling psychology, and school psychology. Spending one month visiting elementary schools, universities, governmental bodies, hospitals, and private schools throughout China, the Fulbright team had an opportunity to observe educational systems and mental health services to children in multiple sites (Beijing, Kunming, Shanghai, and Suzhou). This article outlines the educational system currently utilized in China and explores the cultural factors and key variables that impact Asian children.

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Section: Educational Opportunitiesmentioning

confidence: 93%

“…Chinese students are perceived as highly motivated with notable task persistence and tenacity (Elliott & Bempechat, 2002). As a result, their high levels of academic achievement are wellknown in universities throughout the world.…”

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confidence: 99%

Academic achievement of children in China: The 2002 Fulbright experience

Phelps

2005

Psychology in the Schools

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“…There have, in fact, been substantíal calls for crosscultural research of this kind (Elliott & Bempechat, 2002;Jose & Kilburg, 2007;Pintrich, 2003;Zusho et al, 2005). In an attempt to extend research on achievement dynamics, the current project thus aims to explore how the quadripolar types are related to underachievement and student disengagement in two highly distínct culttiral settings.…”

Section: Evidence For the Quadripolar Modelmentioning

confidence: 94%

Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement.

Castella

Byrne

Covington

2013

Journal of Educational Psychology

162

123

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A classic distinction in the literature on achievement and motivation is between fear of failure and success orientations. From the perspective of self-worth theory, these motives are not bipolar constructs but dimensions that interact in ways that make some students particularly vulnerable to underachievement and disengagement from school. The current study employs the quadripolar model of need achievement (Covington, 1992;Covington & Omelich, 1988) to explore how these approach and avoidance orientations are related to self-handicapping, defensive pessimism, and helplessness in Eastern and Western settings. Although there have been numerous calls for research of this kind across cultures (Elliott & Bempechat, 2002;Jose & Kilburg, 2007;Pintrich, 2003), little exists in the field to date. In Study 1, with 1,423 Japanese high school students, helplessness and self-handicapping were found to be highest when students were low in success orientation and high in fear of failure. These findings were replicated in Study 2 with 643 Australian students and extended to measures of truancy, disengagement, and self-reported academic achievement. Consistent with self-worth theory, success orientation largely moderated the relationship between fear of failure and academic engagement in both cultures. These results suggest that in the absence of firm achievement goals, fear of failure is associated with a range of maladaptive self-protective strategies. The current project thus represents a unique application of self-worth theory to achievement dynamics and clarifies substantive issues relevant to self-handicapping and disengagement across cultures.

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“…In addition, with the rise of international educational assessment exercises (e.g., Programme for International Student Assessment [PISA]; Trends in International Mathematics and Science Study [TIMSS]; Progress in International Reading Literacy Study [PIRLS]) and the growing emphasis on international comparisons, it is important to develop and test instrumentation that has multination validity and applicability. Motivation and engagement instrumentation is no exception (e.g., Elliott & Bempechat, 2002; Hau & Ho, 2008; Martin & Hau, 2010; Martin, Yu, & Hau, 2013). Determination of the motivation and engagement profile of Jamaican students thus poses an opportunity to extend cross-cultural validation to a region currently limited in international comparative educational assessment.…”

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confidence: 99%

Motivation and Engagement in Jamaica: Testing a Multidimensional Framework Among Students in an Emerging Regional Context

Martin

Evans

2016

Journal of Psychoeducational Assessment

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This study explored motivation and engagement among 585 Jamaican middle and high school students. Motivation and engagement were assessed via students’ responses to the Motivation and Engagement Scale. Confirmatory factor analysis (CFA) found satisfactory fit, and by most measures, multigroup CFA demonstrated comparable factor structure for males and females, younger and older students, lower and higher socio-economic groups, and Jamaican students compared with a randomly selected sample of 585 Australian students from a normative archive data set. Correlations with a set of validational factors (e.g., engagement, achievement) were also in line with previous research. Taken together, findings suggest that motivation and engagement instrumentation that has received psychometric support in other national and regional contexts also generalizes to students in an emerging regional context (Jamaica).

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The culture and contexts of achievement motivation

Abstract: To make progress in understanding the ways in which students' achievement beliefs influence their achievement behavior, we need to design investigations that contextualize research questions and pay explicit attention to within-group differences.

Cited by 15 publications

References 49 publications

Academic achievement of children in China: The 2002 Fulbright experience

Academic achievement of children in China: The 2002 Fulbright experience

Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement.

Motivation and Engagement in Jamaica: Testing a Multidimensional Framework Among Students in an Emerging Regional Context

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