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

Autor/inn/en	King, Ronnel B.; McInerney, Dennis M.
Titel	Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability through Personal Investment Theory
Quelle	In: Educational Psychologist, 49 (2014) 3, S.175-198 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2014.926813
Schlagwörter	Student Motivation; Cultural Influences; Educational Theories; Educational Psychology; Religious Factors; Regional Characteristics; Socioeconomic Status; Foreign Countries; Factor Structure; Research Methodology; Australia; Hong Kong; Malawi; Philippines; South Africa; Zambia + Suchen Sie Ihr Suchwort? Schulische Motivation; Cultural influence; Kultureinfluss; Educational theory; Theory of education; Bildungstheorie; Erziehungspsychologie; Pädagogische Psychologie; Regionaler Faktor; Socio-economic status; Sozioökonomischer Status; Ausland; Faktorenstruktur; Research method; Forschungsmethode; Australien; Hongkong; Philippinen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Sambia
Abstract	Culture influences basic motivational processes; however, Western theories of achievement motivation seem to have neglected the role of culture. They are inadequate when trying to explain student motivation and engagement across a wide range of cultural groups because they may not have the conceptual tools needed to handle culturally relevant information. Personal investment (PI) theory is proposed as a viable alternative that could be used across diverse cultural contexts. It designates three components of meaning: sense of self, perceived goals, and facilitating conditions as central to understanding investment in the educational enterprise. Moreover, it is an integrative framework that can shed light on both etic (culturally universal) and emic (culturally specific) dimensions of student motivation. Studies utilizing PI theory are reviewed revealing interesting etic and emic findings. Implications for cross-cultural research in educational psychology are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10