Student motivation: the culture and context of learning
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Kluwer Acad., Plenum Publ.
2001
|
| Schriftenreihe: | Plenum series on human exceptionality
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIV, 364 S. graph. Darst. |
| ISBN: | 0306465248 |
Internformat
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| 245 | 1 | 0 | |a Student motivation |b the culture and context of learning |c ed. by Farideh Salili ... |
| 264 | 1 | |a New York [u.a.] |b Kluwer Acad., Plenum Publ. |c 2001 | |
| 300 | |a XXIV, 364 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Plenum series on human exceptionality | |
| 650 | 4 | |a Academic achievement |v Cross-cultural studies | |
| 650 | 4 | |a Motivation in education |v Cross-cultural studies | |
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| 700 | 1 | |a Salili, Farideh |e Sonstige |4 oth | |
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Datensatz im Suchindex
| _version_ | 1804128617175711744 |
|---|---|
| adam_text | CONTENTS
Chapter
1
The Culture and Context of Learning
ι
Farideh
Salili, Chi-yue
Chiu
and Ying-yi Hong
The Role of Learning Context and Motivation in the
2
Education of Exceptional Students
Psychological Mediators of Learning Vulnerabilities
3
Organization and Overview of the Book
4
Attribution Theory, Beliefs and Values: Current Status
5
and Research
Goal Orientation Theory: New Ideas and Recent
8
Research
Context of Learning and Classroom Instruction
11
Conclusion
13
References
13
Part I. Attribution Theory/Beliefs and
Values: Current Status and Research
Chapter
2
Intrapersonal
and Interpersonal Theories of
17
Motivation from an Attribution Perspective
Bernard Weiner
Intrapersonal
Motivation from an Attnbutional
18
Perspective
Thoughts about Underachievement
22
Interpersonal Motivation from an Attributional
23
Perspective
Some Concluding Thoughts
29
References
30
XV
xvi CONTENTS
Chapter
3
Inferences about Responsibility and Values:
31
Implication for Academic Motivation
Sandra Graham
Study
1:
African American Respondents
34
Value Nominations: Who do Respondents Admire,
34
Respect, and Want to be Like?
Other Nomination Questions
36
Study
2:
Multi-Ethnic Respondents
42
Value Nominations
42
Other Nomination Questions
44
Study
3:
The Development of Achievement Values
50
Conclusions
58
References
59
Chapter
4
The Social Functions of Attributional Face Saving
61
Jaana Juvonen
Perceived Social Consequences of Lack of Effort and
63
Low Ability Accounts
Communicating Lack of Effort and Low Ability to
64
Teachers and Peers
Why Portray Oneself as Low in Ability?
66
Cross-Cultural Generalizability of Low Ability
67
Accounts
Failure Accounts to Teachers and Peers
67
Self-Effacement and Honesty Facilitating Positive
68
Relationships
Failure Accounts Conveying Positive and Negative
70
Sentiments
Summary and Discussion
72
Multiple Social Benefits Associated with Low Ability
73
Accounts
Comparing Low Ability and Lack of Effort Accounts
74
True Causes versus Untrue Accounts
75
References
76
CONTENTS xvii
Chapter
5
Declining Optimism in Ethnic Minority Students:
79
The Role of Attributions and Self-Esteem
Colette van
Laar
Attributions
82
Expectancies
83
Two Accounts of Achievement in African American
84
College Students
The Self-Esteem Hypothesis
86
The External Attribution Hypothesis
87
Method
88
Participants and Procedure
88
Measures
89
Results
90
Declining Expectancies Among Black, but Not
90
White, Students
High Self-Esteem Among Black and White Students
92
Increasingly External Attributions for Failure Among
93
Black, but Not White, Students
Blacks who Make External Attributions for Failure
94
but Internal Attributions for Success have the
Highest Academic Motivation
Discussion
95
Appendix: Measures
99
Expectancies for the Self
99
Self-Esteem
100
Locus of Causality for Future Outcomes
100
Locus of Causality for Failure
100
Locus of Causality for Success
100
Academic Motivation
100
References
101
Chapter
6
Chinese Students and Teachers Inferences of
105
Effort and Ability
Ying-yi Hong
Exertion of Effort is a Cultural Norm
106
Beliefs in the Relationship Between Effort and Ability
107
Research in Western Cultures
107
xviii CONTENTS
Research in Chinese
Culture
108
Study I
:
Students Beliefs About Effort and Ability and
110
Their Correlates
Compensatory Rule and Deep Motivation
111
Compensatory Rule and Academic Achievement
112
Discussion
112
Study
2:
Teacher s Beliefs About Effort and Ability
113
Attributions of Students Poor Performance
115
Implicit Theories of the Malleability of Intelligence
115
Teaching Methods in Helping Students with Poor
116
Performance
Implications and Conclusion
118
References
Π
9
Part II. Goal Orientation Theory:
New Ideas and Recent Research
Chapter
7
123
Cultural Diversity, Student Motivation and
Achievement
Martin
L
Maehr and Ryoko Yamaguchi
Cultural Diversity: Opportunity and Challenge
124
Special Programs as Solutions
125
Standardizing Quality
126
Special Interventions
127
Multicultural Education
127
Motivation Intervention
131
The Problem with Special Programs
131
Transforming School Culture as a Need and a Solution
132
A Goal Orientation Theory Perspective
134
Purpose as Primary
134
Goals as Constructions in Context
136
Goals and Identity
137
Creating Task Focused School Cultures
138
Conclusion
142
References
143
CONTENTS xix
Chapter
8
Goal
Orientation and Self-Regulated Learning in
149
the College Classroom; A Cross-Cultural
Comparison
Paul R. Pintrich, Akane Zusho,
Ulrich
Schief
ele,
and
Reinhard Pekrun
Method
153
Participants
153
Procedure
153
Measures
153
Results and Discussion
155
Descriptive Analyses
155
Regression Analysis
159
Conclusions
165
References
168
Chapter
9
Contextual Influences on Motivation and
m
Performance: An Examination of Achievement
Goal Structures
Tim
Urdan
Achievement Goal Theory: An Overview
172
Contextual Influences on Achievement Goals
174
Laboratory Manipulations
175
Classroom and School-Based Research
176
Summary and Remaining Questions
180
Processes
181
Effects of Goal Structures
183
Individual Differences
183
Current Research: A Description of the Classroom Goal
184
Processes Study (CGPS)
Sample and Procedure
185
Coded Student Interviews
186
Preliminary Impressions
187
Frequency
187
Developmental Differences
188
Achievement Level Differences
189
Teacher-Student Mismatch
190
xx CONTENTS
Students Perceptions about the Purposes of
191
Classroom Work
Students About Students
191
Students About Teachers
193
Summary and Implications for Research and Practice
195
References
198
Chapter
10
Cross-Cultural Response to Failure: Considering
203
Outcome Attributions with Different Goals
Heidi Grant and Carol S. Dweck
Attributions Predict Affect, Cognition, and Motivation
204
Performance Goals and Learning Goals
205
When Might Effort Attributions Go with the
206
Performance Goals?
Motivational Patterns of Asian Students
206
Effort Emphasis
206
Performance Goals and Group Responsibility
207
The Present Research
208
A Cross-Cultural Study of Korean and U.S. Students
209
S
tudies of Effort-Orientation Within Learning and
210
Performance Goal
A Preliminary Study of Effort (and Ability)
211
Attributions for Individual Versus Group Outcomes
A Further Study of Effort (and Ability) Attributions for
212
Individual Versus Group Outcomes
Cross-Cultural Difference in Achievement Motivation
- 214
Goals, Attributions, and Meaning Systems
Attribution-Affect Linkages Are Not Invariant
214
Meaning Systems Affect Attribution-Affect Linkages
215
A Meaning-System Approach can Illuminate Cross-
215
Cultural Differences and
Universais
Do Ability Attributions have Invariant Linkages?
216
Conclusion
217
References
217
CONTENTS xxi
Chapter
11
The Influence of Culture and Context on
221
Students Motivational Orientation and
Performance
Farideh
Salili, Chi-yue
Chiu,
and Simon Lai
Theoretical Background
222
Goal Theory
222
The Role of Culture and Context in Learning and
224
Motivational Orientations
The Relationship Between Goal Orientation, Test
226
Anxiety, Self-Efficacy And Effort
Overview of the Present Study
227
Method
227
Participants
227
Measures and Procedure
227
Results
228
Group Differences
229
Correlation Between Measures
234
Self-Efficacy
234
Goals
238
Effort
238
Test Anxiety
238
Discussion and Conclusions
240
Theoretical Implications
243
References
245
Chapter
12
Goals and Motivation of Chinese Students
- 249
Testing the Adaptive Learning Model
Kan Shi, Peng Wang, Wenzhong Wang, Yantao
Tuo,
Dawei
Liu, Martin L. Maehr, Xiaotong
Ми,
Lisa Linnenbrink, and
Lidi Hruda
Background
249
Generalizability of Pattern
250
Development of the Research
250
Instrument
251
Participants and Procedures
252
Results and Discussion
253
Analysis of Reliability
253
xxii CONTENTS
Test
of the Pattern
253
The Initial Study: Relationship Between the
253
Constructs in Achievement Goal System
Relation Between School Variables and Personal
254
Goal Orientations
Relation Between Goals and Use of Strategy
256
Academic Self-Efficacy as a Mediator
257
The Differences Between the Achievement Goals of
258
the Gifted and the Common Students
Tendency of the Change in the Gifted Students
259
Achievement Goals
Development of the Motivation Pattern
260
Gender Differences in Patterns of Adaptive
265
Motivation
Conclusion
266
Generalization of Students Adaptive Motivation
266
Pattern
Gender and Motivation Pattern
267
Age and Motivation
268
References
269
Part III. Context of Learning and
Classroom Instruction
Chapter
13
Classroom Context Effects on Young Children s
273
Motivation
Deborah J.
Štipek
Conceptualizing Classroom Contexts
275
Classroom Context Effects on Children s Motivation
277
The Evaluative Context
277
The Social Context and the Nature of Instruction
279
Assessing Classrooms
279
Child Assessments
280
Findings
282
Follow-Up Study
283
Within Classroom Effects
285
Conclusions
285
Beyond Dichotomies
286
Children at Risk for School Failure
287
Cultural Contexts
288
CONTENTS xxiii
References
289
Chapter
14
Teaching Across Cultures
293
John B. Biggs
Teaching and the Ladder of Abstraction
293
Level
1:
Focus on What the Student Is
295
Level
2:
Focus on What the Teacher Does
296
The Paradox of the Asian Learner
297
The Classroom as a Cultural System
298
Level
3:
Focus on What the Student Does
300
Some Lessons for Cross-Cultural Teaching
303
The Focus on Individual Differences
303
Westernization and the Decline in Quality
305
Conclusions
306
References
306
Chapter
15
Significance of Cultural and Motivation Variables
309
on Students Attitudes Towards Group Work
Simone
Volet
Method
313
Sample and Procedure
313
Instruments
314
Results
316
Analyses Exploring Cross-Group Differences in
316
Cultural, Motivational and Appraisals of Group
Assignments Measures
Cross Groups Analyses Exploring the Interaction
318
Effects of Group and Motivational Variables on
Appraisals of Group Assignments
Analyses Involving Group, Self-Efficacy and
318
Extrinsic Goal Orientation with a Self-Focus
Analyses Involving Group, Self-Efficacy and
319
Extrinsic Goal Orientation (Social Focus)
Within Group Analyses Exploring the Interaction
323
Effects of Interdependence and Motivational
Variables on Appraisals of Group Assignments
xxiv
CONTENTS
Discussion
325
References
330
Chapter
16
Research on Classroom Instruction and Its Effects
335
-
Shortcomings, Dead Ends, and Future
Perspectives
Andreas Helmke
Overview
335
Research on Classroom Instruction and Its Effects
-
A
336
Dilemma
The Process-Product Paradigm of Teacher Effectiveness
336
Critique of the Process-Product Approach
337
Defensive Reactions
338
The Classroom Environment Study: An Offensive
339
Reaction
Instruction as a Condition and as a Consequence
340
Interaction of Didactic Activities and Diagnostic
341
Competence
Multicriterial Effectiveness of Classroom Instruction
343
Conclusion
344
References
345
Author Index
347
Subject Index
357
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| indexdate | 2024-07-09T18:52:05Z |
| institution | BVB |
| isbn | 0306465248 |
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| spelling | Student motivation the culture and context of learning ed. by Farideh Salili ... New York [u.a.] Kluwer Acad., Plenum Publ. 2001 XXIV, 364 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Plenum series on human exceptionality Academic achievement Cross-cultural studies Motivation in education Cross-cultural studies Student (DE-588)4058167-6 gnd rswk-swf Motivation (DE-588)4040364-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Student (DE-588)4058167-6 s Motivation (DE-588)4040364-6 s DE-604 Salili, Farideh Sonstige oth Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009430252&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Student motivation the culture and context of learning Academic achievement Cross-cultural studies Motivation in education Cross-cultural studies Student (DE-588)4058167-6 gnd Motivation (DE-588)4040364-6 gnd |
| subject_GND | (DE-588)4058167-6 (DE-588)4040364-6 (DE-588)4143413-4 |
| title | Student motivation the culture and context of learning |
| title_auth | Student motivation the culture and context of learning |
| title_exact_search | Student motivation the culture and context of learning |
| title_full | Student motivation the culture and context of learning ed. by Farideh Salili ... |
| title_fullStr | Student motivation the culture and context of learning ed. by Farideh Salili ... |
| title_full_unstemmed | Student motivation the culture and context of learning ed. by Farideh Salili ... |
| title_short | Student motivation |
| title_sort | student motivation the culture and context of learning |
| title_sub | the culture and context of learning |
| topic | Academic achievement Cross-cultural studies Motivation in education Cross-cultural studies Student (DE-588)4058167-6 gnd Motivation (DE-588)4040364-6 gnd |
| topic_facet | Academic achievement Cross-cultural studies Motivation in education Cross-cultural studies Student Motivation Aufsatzsammlung |
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