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Motivation: Cultural Influences

Motivation: Cultural Influences. EDU 330: Educational Psychology Daniel Moos, PhD. Motivation: Cultural Differences (I). Anglo-American children More interested when allowed to make a personal choice in learning (Iyenggar & Lepp, 1999) Asian children

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Motivation: Cultural Influences

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  1. Motivation: Cultural Influences EDU 330: Educational Psychology Daniel Moos, PhD

  2. Motivation: Cultural Differences (I) • Anglo-American children • More interested when allowed to make a personal choice in learning (Iyenggar & Lepp, 1999) • Asian children • More motivated when trusted others (authority figures/peers) make choice for them (Iyenggar & Lepp, 1999) • Chinese children • More motivated when do schoolwork in order to please parents and teachers (in contrast to Western students engage in self-handicapping & other maladaptive outcomes (Cheng & Lam, 2013)

  3. Motivation: Cultural Differences (II) • Pursuit of avoidant goals • Negative predictor of well-being in US (individualistic culture) • Non (or even Positive) predictor for South Koreans and Russians (collectivist culture; Elliot et al. 2001) • Western theorists of motivation argue that higher the self concept, higher the academic achievement (Schunk & Pajares, 2009) • East Asian students tend to have lower ability beliefs, but higher academic performance than Western students (Stevenson et al. 1990) • Western students who have higher opinion of abilities typically do worse on international comparative achievement tests compared to Asian students (Kaiser at al. 2002)

  4. Personal Investment (PI) Theory: Introduction • Personal Investment Theory: • Focuses on how persons choose to invest energy, talent, and time in particular tasks • Does NOT assume people from a given culture will choose to invest effort in same set of activities • Does NOT assume that they will invest for same reasons

  5. Personal Investment (PI) Theory: Assumptions (I) • Assumes whether a person will invest energy depends on interaction between: • Sense of self (who am I?) • Perceived goals (what do I want to achieve?) • Facilitating condition (what is the environment like?)

  6. Personal Investment (PI) Theory: Assumptions (II) Sense of self (who am I?) • Academic self-concept • Sense of purpose • Self-reliance

  7. Personal Investment (PI) Theory: Assumptions (III) Perceived goals (what do I want to achieve?) • Task/mastery goals (increase one’s understanding) • Ego/performance goals (wanting to do better than others) • Social solidarity goals (wanting to enhance a sense of belongingness) • Extrinsic reward goals (wanting to get praise/rewards)

  8. Personal Investment (PI) Theory: Assumptions (IV) Facilitating condition (what is the environment like?) • Social-contextual environment • Parental support • Teacher support • Negative peer influence

  9. Personal Investment (PI) Theory: Ending question • Think of a instance where your decision to commit energy, time, and effort reflects the core assumptions of the PI theory: • Sense of self (who am I?) • Perceived goals (what do I want to achieve?) • Facilitating condition (what is the environment like?)

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