The DOI matches its Crossref record; 136 of the 136 references it cites were found in a registry or an index.
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory
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.
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Cited by
The origins, evolution, and future directions of achievement goal theory
Urdan, T., & Kaplan, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101862 · Cited by 391
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Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures
Kumar, R., Zusho, A., & Bondie, R. (2018) · Educational Psychologist · doi:10.1080/00461520.2018.1432361 · Cited by 287
Wang, F., King, R. B., Chai, C. S., & Zhou, Y. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00417-2 · Cited by 124
“Existing research has indicated that students’ learning is facilitated when their peers, teachers, and school leaders support their learning through positive social norms (King et al., 2019; King & McInerney, 2014; Skinner et al., (2022).”
BackgroundSelf-citation
Metadata
- Authors
- King, R. B., & McInerney, D. M.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2014-07-03
- Volume
- 49
- Issue
- 3
- Pages
- 175-198
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2013895365
- Cited by
- 330
- References
- 136
- FWCI
- 27.06
- Type
- journal article
- Language
- en
- Open access
- closed
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