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Zhou J, Gong X, Li X. Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations. J Sch Psychol 2024; 103:101287. [PMID: 38432726 DOI: 10.1016/j.jsp.2024.101287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 06/26/2023] [Accepted: 01/20/2024] [Indexed: 03/05/2024]
Abstract
This study investigated the longitudinal associations between teacher support (i.e., emotional and instrumental support) and academic (i.e., math) achievement at the between-student and within-student levels using random intercept cross-lagged panel models (RI-CLPMs). Data were collected from 694 elementary school students in China (44.9% girls; Mage = 10.53 years, SD = 0.70) over four waves across 2 school years. Results from the RI-CLPMs supported that higher academic achievement was significantly associated with higher teacher emotional and instrumental support at the between-student level. At the within-student level, the RI-CLPMs only supported the predictive effect of academic achievement on teacher instrumental support, but not emotional support. Further analysis utilizing cross-lagged panel models (CLPMs) demonstrated significant reciprocal effects between teacher emotional support and academic achievement, as well as instrumental support and academic achievement. No significant sex differences were observed in RI-CLPMs or CLPMs. The findings illustrate the importance of distinguishing the between-student and within-student associations in longitudinal relations concerning teacher support and academic achievement.
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Affiliation(s)
- Jianhua Zhou
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Xue Gong
- Department of Psychology, Normal College, Qingdao University, Qingdao, China.
| | - Xiaofei Li
- Faculty of Education, University of Macau, Macau, China
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2
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Xu C, Huizinga M, De Luca G, Pollé S, Liang R, Sankalaite S, Roorda DL, Baeyens D. Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers. Front Psychol 2023; 14:1287511. [PMID: 38034285 PMCID: PMC10682107 DOI: 10.3389/fpsyg.2023.1287511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 10/23/2023] [Indexed: 12/02/2023] Open
Abstract
Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students' cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education.
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Affiliation(s)
- Canmei Xu
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Education and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Giuseppe De Luca
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
- Department of Psychology, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Sophie Pollé
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Ruwen Liang
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Debora L. Roorda
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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3
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Prior autonomy frustration facilitates persistent behavior: The moderating role of autonomy causality orientation. MOTIVATION AND EMOTION 2022. [DOI: 10.1007/s11031-022-09961-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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4
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Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [PMCID: PMC9117118 DOI: 10.1007/s10212-022-00620-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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5
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Niu W, Cheng L, Duan D, Zhang Q. Impact of Perceived Supportive Learning Environment on Mathematical Achievement: The Mediating Roles of Autonomous Self-Regulation and Creative Thinking. Front Psychol 2022; 12:781594. [PMID: 35069361 PMCID: PMC8770976 DOI: 10.3389/fpsyg.2021.781594] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 11/29/2021] [Indexed: 11/25/2022] Open
Abstract
A total of 1,281 Chinese students in grades 3–6 participated in a study that examined the relationships among student-perceived supportive learning environment (PSLE), mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students’ mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms.
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Affiliation(s)
- Weihua Niu
- Department of Psychology, Pace University, New York, NY, United States
| | - Li Cheng
- Faculty of Education, Beijing Normal University, Beijing, China.,Developmental and Educational Research Center for Children's Creativity, Beijing Normal University, Beijing, China
| | - Dana Duan
- Developmental and Educational Research Center for Children's Creativity, Beijing Normal University, Beijing, China
| | - Qingyang Zhang
- Developmental and Educational Research Center for Children's Creativity, Beijing Normal University, Beijing, China
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Distinct roles of perceived teacher and peer relationships in adolescent students’ academic motivation and outcomes: Father absence as a moderator. JOURNAL OF PACIFIC RIM PSYCHOLOGY 2022. [DOI: 10.1177/18344909221146236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Abstract
In the learning environment, both teachers and peers are influential social agents. In the present study, we differentiated between positive and negative aspects of teacher and peer relationships and examined how they predict adolescent students’ academic interest and self-concept, which in turn lead to different levels of academic achievement and subjective well-being at school. Additionally, we explored whether father absence moderated these predictive relationships. Results based on a group of 4274 Chinese middle school students revealed that positive social relationships were more closely related to interest, self-concept, and well-being than negative ones. The predictive paths from teacher relationships to motivation and achievement were stronger than those from peer relationships. However, peers played a prominent role in helping students with absent fathers build a positive self-concept, which led to improved achievement.
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Chen C, Gong X, Wang J, Gao S. Does need for relatedness matter more? The dynamic mechanism between teacher support and need satisfaction in explaining Chinese school children's regulatory styles. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102083] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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8
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Sun M, Du J, Xu J. Are homework purposes and student achievement reciprocally related? A longitudinal study. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00447-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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9
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Disciplinary Structure and Teacher Support in Chinese and Canadian Schools: Examining How Authoritative Disciplinary Practices Protect Youth Involved in Bullying at School. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09431-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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10
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Jiang Y, Lee CKJ, Wan ZH, Chen J. Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners. Front Psychol 2021; 11:564327. [PMID: 33519579 PMCID: PMC7843960 DOI: 10.3389/fpsyg.2020.564327] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 12/03/2020] [Indexed: 11/30/2022] Open
Abstract
Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors.
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Affiliation(s)
- Yushan Jiang
- Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Chi-Kin John Lee
- Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Zhi Hong Wan
- Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Junjun Chen
- Department of Education Policy and Leadership, The Education University of Hong Kong, Tai Po, Hong Kong
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11
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Ahn I, Chiu MM, Patrick H. Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101950] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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12
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Ben-Gal Dahan A, Mikulincer M. Attachment and task persistence: attachment orientations, perception of teacher's responsiveness, and adolescents' persistence in academic tasks. Attach Hum Dev 2020; 23:665-686. [PMID: 33371804 DOI: 10.1080/14616734.2020.1865425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The goal of the two studies reported here was to examine the contribution of adolescents' attachment orientations (anxiety, avoidance) and their perception of teacher's responsiveness to persistence in academic tasks. In Study 1 (N = 160), we assessed self-reports of persistence in schoolwork. In Study 2 (N = 240), we manipulated the symbolic presence of participants' teacher (teacher priming) and assessed their actual persistence in a cognitive task. Across the two studies, attachment anxiety was associated with decreased persistence, and the perception of teacher as a responsive figure contributed to heightened persistence and buffered the detrimental effects of attachment anxiety. Study 2's findings also showed that the beneficial effects of perceived teacher's responsiveness on actual task persistence were found only when the teacher was made contextually salient but not when the teacher was not salient. We discussed the dispositional and contextual sources of attachment security that contribute to task persistence.
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Affiliation(s)
- Anat Ben-Gal Dahan
- Department of Education, The Mofet Institute and Tel Hai College, Tel Hai, Israel
| | - Mario Mikulincer
- School of Psychology, Interdisciplinary Center (IDC) Herzliya, Herzliya, Israel
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13
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Individual and class-level factors for middle school students’ interest in math homework. LEARNING AND MOTIVATION 2020. [DOI: 10.1016/j.lmot.2020.101673] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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14
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Vansteenkiste M, Ryan RM, Soenens B. Basic psychological need theory: Advancements, critical themes, and future directions. MOTIVATION AND EMOTION 2020. [DOI: 10.1007/s11031-019-09818-1] [Citation(s) in RCA: 186] [Impact Index Per Article: 46.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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Wang J, Rao N. Classroom goal structures: Observations from urban and rural high school classes in China. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22271] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jing Wang
- Department of Curriculum and Instruction, Faculty of Education; The Chinese University of Hong Kong; Hong Kong The People's Republic of China
| | - Nirmala Rao
- Division of Learning, Development and Diversity, Faculty of Education; The University of Hong Kong; Hong Kong The People's Republic of China
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Li J, Deng M, Wang X, Tang Y. Teachers' and parents' autonomy support and psychological control perceived in junior-high school: Extending the dual-process model of self-determination theory. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.09.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Roorda DL, Jak S, Zee M, Oort FJ, Koomen HMY. Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0035.v46-3] [Citation(s) in RCA: 165] [Impact Index Per Article: 23.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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20
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Lee SL, Liu HLA. A pilot study of art therapy for children with special educational needs in Hong Kong. ARTS IN PSYCHOTHERAPY 2016. [DOI: 10.1016/j.aip.2016.08.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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21
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Qu Y, Pomerantz EM, Deng C. Mothers' Goals for Adolescents in the United States and China: Content and Transmission. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2016; 26:126-141. [PMID: 27019420 PMCID: PMC4803081 DOI: 10.1111/jora.12176] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
This research examined children's socialization toward culturally valued goals during adolescence in the United States and China. 223 mothers listed and ranked their 5 most important goals for their children (mean age = 12.85 years). Children ranked the importance of the goals listed by their mothers and explained why they were or were not important to them. American mothers placed heightened emphasis on their children maintaining feelings of worth and pursuing what they enjoy. Chinese mothers stressed their children achieving outcomes, as did African American mothers. European American children's rankings of importance were the least similar to those of their mothers, and they gave the fewest autonomous reasons for importance suggesting that their adoption of mothers' goals was weakest.
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Affiliation(s)
- Yang Qu
- University of Illinois at Urbana-Champaign
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22
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Kovas Y, Garon-Carrier G, Boivin M, Petrill SA, Plomin R, Malykh SB, Spinath F, Murayama K, Ando J, Bogdanova OY, Brendgen M, Dionne G, Forget-Dubois N, Galajinsky EV, Gottschling J, Guay F, Lemelin JP, Logan JAR, Yamagata S, Shikishima C, Spinath B, Thompson LA, Tikhomirova TN, Tosto MG, Tremblay R, Vitaro F. Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. PERSONALITY AND INDIVIDUAL DIFFERENCES 2015; 80:51-63. [PMID: 26052174 PMCID: PMC4372262 DOI: 10.1016/j.paid.2015.02.006] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/23/2014] [Revised: 01/27/2015] [Accepted: 02/04/2015] [Indexed: 11/07/2022]
Abstract
Genes rather than environment contribute to family resemblance in academic motivation. Environmental influences stemmed entirely from individual specific experiences. Attending same vs. different classes did not affect twin similarity in motivation. Results are similar across ages, countries and academic subjects.
Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.
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Affiliation(s)
- Yulia Kovas
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia ; Goldsmiths, University of London, London, UK ; King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK ; Psychological Institute, Russian Academy of Education, Moscow, Russia
| | | | - Michel Boivin
- Université Laval, Québec, Canada ; Tomsk State University, Russia
| | | | - Robert Plomin
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK
| | - Sergey B Malykh
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia ; Psychological Institute, Russian Academy of Education, Moscow, Russia
| | - Frank Spinath
- Department of Psychology, Saarland University, Saarbrücken, Germany
| | - Kou Murayama
- Department of Psychology, University of California, Los Angeles, USA
| | | | - Olga Y Bogdanova
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia
| | | | | | | | - Eduard V Galajinsky
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia
| | | | | | - Jean-Pascal Lemelin
- Département de psychoéducation, Université de Sherbrooke, Sherbrooke, Canada
| | - Jessica A R Logan
- Crane Center for Early Child Research and Policy, The Ohio State University, Columbus, OH, USA
| | - Shinji Yamagata
- National Center for University Entrance Examinations, Tokyo, Japan
| | | | - Birgit Spinath
- Department of Psychology, Heidelberg University, Germany
| | - Lee A Thompson
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Tatiana N Tikhomirova
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia ; Psychological Institute, Russian Academy of Education, Moscow, Russia
| | | | - Richard Tremblay
- Université de Montréal, Montréal, Canada ; School of Public Health, Physiotherapy and Public Health, University College Dublin, Dublin, Ireland ; Department of Psychology, University of York, UK
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American high school students from different ethnic backgrounds: the role of parents and the classroom in achievement motivation. SOCIAL PSYCHOLOGY OF EDUCATION 2015. [DOI: 10.1007/s11218-014-9285-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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24
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Lam SF, Jimerson S, Shin H, Cefai C, Veiga FH, Hatzichristou C, Polychroni F, Kikas E, Wong BPH, Stanculescu E, Basnett J, Duck R, Farrell P, Liu Y, Negovan V, Nelson B, Yang H, Zollneritsch J. Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 86:137-53. [PMID: 26009931 DOI: 10.1111/bjep.12079] [Citation(s) in RCA: 49] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2014] [Revised: 02/08/2015] [Indexed: 11/26/2022]
Abstract
BACKGROUND A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. AIMS This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development. SAMPLES The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. METHODS The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. RESULTS The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstede's Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. CONCLUSIONS The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations.
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Affiliation(s)
- Shui-fong Lam
- Department of Psychology, University of Hong Kong, China
| | - Shane Jimerson
- Department of Counseling, Clinical, and School Psychology, University of California - Santa Barbara, California, USA
| | - Hyeonsook Shin
- Department of Education, Chonnam National University, Gwangju, South Korea
| | - Carmel Cefai
- Department of Psychology, University of Malta, Msida, Malta
| | | | | | | | - Eve Kikas
- Institute of Education, University of Tartu, Estonia.,Institute of Psychology, University of Tallinn, Estonia
| | - Bernard P H Wong
- Department of Counseling and Psychology, Hong Kong Shue Yan University, Hong Kong
| | | | - Julie Basnett
- St Helens Metropolitan Borough Council, Merseyside, UK
| | - Robert Duck
- Department of Psychology, Laurentian University, Toronto, Canada
| | | | - Yi Liu
- Yunnan Health Education Institute, Kunming, China
| | | | - Brett Nelson
- Department of Educational Psychology and Counseling, California State University - San Bernardino, California, USA
| | - Hongfei Yang
- Department of Psychology and Behavioral Sciences, Zhejiang University, China
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Rudy D, Sheldon KM, Li Y, Kamble S, Bi X, Palermo F. Who Chooses Best? Explaining the Interactive Effect of Culture and Decision Maker on Children’s Intrinsic Motivation. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2015. [DOI: 10.1177/0022022115572684] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In previous research, Asian Americans had higher levels of intrinsic motivation than European Americans when their mothers made choices for them. However, European Americans had higher levels of intrinsic motivation than Asian Americans when they made choices for themselves. We attempted to explain this effect by examining cultural differences in social perceptions of the choice situation in two studies. Study 1 found that feelings of closeness with parents and beliefs about who has better long-term foresight mediated the predicted group differences in intrinsic motivation in a parent-choice condition when comparing Indian and Chinese undergraduates with European American undergraduates. However, perceptions of how acceptable it is for the decision maker to make the choice mediated group differences in intrinsic motivation in a personal-choice condition. Although there were some exceptions, Study 2 generally replicated these findings in a comparison of Indian and European American undergraduates, and showed that cultural differences in beliefs about how accurately the decision maker knows and takes into account the participants’ immediate preferences played an additional mediating role in the personal-choice condition, as did personal foresight. These studies suggest that cultural differences in how children construe decision making affect the relationship of such decision making to resultant intrinsic motivation.
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Affiliation(s)
| | | | - Yaoran Li
- University of Missouri, Columbia, USA
| | | | - Xi Bi
- New York University, New York City, USA
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26
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Bear GG, Yang C, Glutting J, Huang X, He X, Zhang W, Chen D. Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States. ACTA ACUST UNITED AC 2014. [DOI: 10.1080/21683603.2014.883342] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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