Cultural Differences in Academic Motivation Goals: A Meta-Analysis Across 13 Societies

A meta-analysis of academic motivation focused on the relations between students' achievement goal orientations and societal values and human development indicators. The authors analyzed relevant studies using either A. J. Elliot and M. A. Church's (1997) or M. J. Middleton and C. Midgley's (1997) achievement goal instruments separating mastery, performance approach, and performance avoidance goals, with 36,985 students from 13 societies. Ecological correlation and regression analyses showed that mastery goals are higher in egalitarian societies, whereas performance approach goals are higher in more embedded contexts and in less developed societies. Performance avoidance goals did not strongly relate to societal-level variables. The findings show that achievement goals are rooted within dominant societal values.

[1]  Joel C. Kuipers,et al.  Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant , 2005 .

[2]  Margaret H. Gheen,et al.  Classroom goal structure and student disruptive behaviour. , 2002, The British journal of educational psychology.

[3]  Marylène Gagné,et al.  The COPE revised: Proposing a 5-factor model of coping strategies , 2003 .

[4]  Sungok Serena Shim,et al.  Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom. , 2005 .

[5]  A. Elliot.  Approach and avoidance motivation and achievement goals , 1999 .

[6]  Shelly L. Gable,et al.  Achievement goals, study strategies, and exam performance: A mediational analysis. , 1999 .

[7]  Shu-shen Shih.  Taiwanese Sixth Graders’ Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective , 2005, The Elementary School Journal.

[8]  A. Ryan,et al.  Sex differences in math performance: The role of children's approach to schoolwork. , 2006, Developmental psychology.

[9]  M. Maehr,et al.  Achievement Goals and Student Well-Being. , 1999, Contemporary educational psychology.

[10]  John G. Nicholls,et al.  Dimensions of achievement motivation in schoolwork and sport. , 1992 .

[11]  James A. Tan,et al.  The effects of social desirability bias on applied measures of goal orientation , 2005 .

[12]  F.J.R. van de Vijver,et al.  Methods and Data Analysis for Cross-Cultural Research , 1997 .

[13]  Eric M. Anderman,et al.  Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools , 1997, Contemporary educational psychology.

[14]  Carol Midgley,et al.  Social Goals, Academic Goals, and Avoiding Seeking Help in the Classroom , 1997 .

[15]  Jane Webster,et al.  Validation of a Multidimensional Measure of Goal Orientation. , 2004 .

[16]  R. McCrae,et al.  The Geographic Distribution of Big Five Personality Traits , 2007 .

[17]  G. Sideridis.  Performance Approach-Avoidance Motivation and Planned Behavior Theory: Model Stability with Greek Students with and without Learning Disabilities , 2005 .

[18]  Helge I. Strømsø,et al.  Epistemological Beliefs and Implicit Theories of Intelligence as Predictors of Achievement Goals. , 2004 .

[19]  C. M. Jagacinski,et al.  Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory , 2006 .

[20]  David E. Conroy,et al.  Progress in the development of a multidimensional measure of fear of failure: The performance failure appraisal inventory (pfai) , 2001 .

[21]  S. A. Wasti,et al.  Commitment across cultures: progress, pitfalls, and propositions , 2008 .

[22]  Mark W. Lipsey,et al.  Practical Meta-Analysis , 2000 .

[23]  K. E. Barron,et al.  Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context , 2004 .

[24]  R. Roeser,et al.  Studying Early Adolescents' Academic Motivation, Social-Emotional Functioning, and Engagement in Learning: Variable- and Person-Centered Approaches , 2002 .

[25]  A. Elliot,et al.  A 2 X 2 achievement goal framework. , 2001, Journal of personality and social psychology.

[26]  Niwako Yamawaki,et al.  Defensive pessimism, self‐esteem instability, and goal strivings , 2004, Cognition & emotion.

[27]  Andrew J. Elliot,et al.  Achievement goals as predictors of achievement-relevant processes prior to task engagement. , 2002 .

[28]  Helge I. Strømsø,et al.  Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study , 2006 .

[29]  Kennon M. Sheldon,et al.  Personality and the goal-striving process: the influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. , 2003, The Journal of applied psychology.

[30]  Andrew J. Elliot,et al.  Approach-avoidance motivation in personality: approach and avoidance temperaments and goals. , 2002, Journal of personality and social psychology.

[31]  Elizabeth A. Linnenbrink,et al.  The role of goals and affect in working memory functioning , 1999 .

[32]  F. Vijver,et al.  Cambridge Handbook of Culture, Organizations, and Work: Improving methodological robustness in cross-cultural organizational research , 2009 .

[33]  Ronald Fischer,et al.  Reward Allocation and Culture , 2003 .

[34]  V. Gialamas,et al.  Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior , 2002 .

[35]  J. Summers,et al.  Effects of Collaborative Learning in Math on Sixth Graders’ Individual Goal Orientations from a Socioconstructivist Perspective , 2006, The Elementary School Journal.

[36]  Lars-Erik Malmberg,et al.  Goal-orientation and teacher motivation among teacher applicants and student teachers , 2006 .

[37]  R. Ben-Ari,et al.  The differential effects of the learning environment on student achievement motivation: A comparison between frontal and complex instruction strategies , 2003 .

[38]  Shu-shen Shih.  Role of Achievement Goals in Children's Learning in Taiwan , 2005 .

[39]  A. Tanaka,et al.  Achievement goals, attitudes toward help seeking, and help-seeking behavior in the classroom , 2001 .

[40]  Helge I. Strømsø,et al.  Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? , 2004 .

[41]  S. Schwartz.  Beyond individualism/collectivism: New cultural dimensions of values. , 1994 .

[42]  Brian Everitt,et al.  A Dictionary of Statistics for Psychologists , 1999 .

[43]  C. Wolters.  Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. , 2004 .

[44]  C. Wolters,et al.  Understanding Procrastination from a Self-Regulated Learning Perspective. , 2003 .

[45]  Y. Poortinga,et al.  The Beck Depression Inventory as a Measure of Subjective Well-Being: A Cross-National Study , 2002 .

[46]  Tim Urdan,et al.  Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence , 2003 .

[47]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[48]  Jordan A. Litman,et al.  The COPE inventory: Dimensionality and relationships with approach- and avoidance-motives and positive and negative traits. , 2006 .

[49]  Frank Pajares,et al.  Gender Differences in Writing Motivation and Achievement of Middle School Students: A Function of Gender Orientation? , 2001, Contemporary educational psychology.

[50]  A. Tanaka,et al.  A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement , 2001, Psychological reports.

[51]  P. Pintrich,et al.  "Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. , 1997 .

[52]  K. Neff,et al.  Self-compassion, Achievement Goals, and Coping with Academic Failure , 2005 .

[53]  Akane Zusho,et al.  Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students , 2005 .

[54]  A. Elliot,et al.  Implicit and self-attributed achievement motives: concordance and predictive validity. , 2002, Journal of personality.

[55]  Paul S. Oberman,et al.  Psychometric Analysis of Computer Science Help-Seeking Scales , 2004 .

[56]  Mimi Bong,et al.  Within-Grade Changes in Korean Girls' Motivation and Perceptions of the Learning Environment Across Domains and Achievement Levels. , 2005 .

[57]  G. Huon,et al.  Approaches to studying and academic performance in short-essay exams , 2004 .

[58]  Arlen C. Moller,et al.  The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. , 2006, Journal of personality and social psychology.

[59]  A. Elliot,et al.  Test anxiety and the hierarchical model of approach and avoidance achievement motivation. , 1999, Journal of personality and social psychology.

[60]  Eric M. Anderman,et al.  Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach , 1995 .

[61]  A. Ryan,et al.  Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals , 2005 .

[62]  Joan L. Duda,et al.  A Comparative Analysis of Contemporary Achievement Goal Orientation Measures , 2001 .

[63]  A. Tanaka,et al.  CULTURAL SELF-CONSTRUAL AND ACHIEVEMENT GOAL , 2004 .

[64]  M. Bong.  Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs , 2004 .

[65]  L. Gutman.  How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition , 2006 .

[66]  Andrew J. Elliot,et al.  Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes. , 2001 .

[67]  A. Elliot,et al.  A HIERARCHICAL MODEL OF APPROACH AND AVOIDANCE ACHIEVEMENT MOTIVATION , 1997 .

[68]  Michael J. Middleton,et al.  Beyond Motivation: Middle School Students' Perceptions of Press for Understanding in Math , 2002 .

[69]  Ronald Fischer,et al.  Is optimism universal? A meta-analytical investigation of optimism levels across 22 nations. , 2008 .

[70]  Elizabeth A. Linnenbrink.  The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. , 2005 .

[71]  Michael J. Middleton,et al.  Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. , 1997 .

[72]  Elaine Chapman,et al.  Students' goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study. , 2002 .

[73]  Eric M. Anderman,et al.  Social Predictors of Changes in Students' Achievement Goal Orientations. , 1999, Contemporary educational psychology.

[74]  Avi Kaplan,et al.  The Change in Middle School Students’ Achievement Goals in Mathematics Over Time , 2004 .

[75]  Judith M. Harackiewicz,et al.  Regulation of Achievement Goals: The Role of Competence Feedback. , 2005 .

[76]  Tim Urdan,et al.  Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture. , 2004 .

[77]  H. Watt,et al.  Relationships among perceived competence, intrinsic value and mastery goal orientation in English and maths , 2004 .

[78]  T. Murdock,et al.  Predictors of Cheating among Early Adolescents: Academic and Social Motivations. , 2001, Contemporary educational psychology.

[79]  David M. Shannon,et al.  The Patterns of Adaptive Learning Survey: A Comparison across Grade Levels , 2002 .

[80]  Eric Anthony Day,et al.  Construct- and criterion-related validity of four commonly used goal orientation instruments. , 2003 .

[81]  A. Elliot,et al.  The Intergenerational Transmission of Fear of Failure , 2004, Personality & social psychology bulletin.

[82]  G. Hofstede.  Culture′s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations , 2001 .

[83]  R. Bond,et al.  Culture and conformity: A meta-analysis of studies using Asch's (1952b, 1956) line judgment task. , 1996 .

[84]  D. Mcclelland,et al.  The Achievement Motive , 1954 .

[85]  S. Schwartz,et al.  Extending the Cross-Cultural Validity of the Theory of Basic Human Values with a Different Method of Measurement , 2001 .

[86]  Kaplan,et al.  The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference? , 1997, Contemporary educational psychology.

[87]  Justine B. Allen,et al.  Contemporary measures of approach and avoidance goal orientations: similarities and differences. , 2002, The British journal of educational psychology.

[88]  Mimi Bong,et al.  Between- and Within-Domain Relations of Academic Motivation Among Middle and High School Students: Self-Efficacy, Task-Value, and Achievement Goals , 2001 .

[89]  Johnny Fontaine,et al.  Traditional and Multilevel Approaches in Cross-Cultural Research: An Integration of Methodological Frameworks. , 2008 .

[90]  S. Schwartz.  A Theory Of Cultural Value Orientations: Explication And Applications , 2006 .

[91]  Eric M. Anderman,et al.  Declining Motivation After the Transition to Middle School: Schools Can Make a Difference. , 1999 .

[92]  Martin V. Covington,et al.  Perceiving school performance as instrumental to future goal attainment: Effects on graded performance , 2005 .

[93]  Michael Harris Bond,et al.  Understanding social psychology across cultures: Living and working in a changing world. , 2006 .

[94]  Debra K. Meyer,et al.  Students' Reports of Motivation and Negative Affect: A Theoretical and Empirical Analysis. , 1998 .

[95]  D. F. Lopez,et al.  Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes , 1999 .

[96]  S. Schwartz.  Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries , 1992 .

[97]  J. J. Donovan,et al.  The Role of State Goal Orientation in the Goal Establishment Process , 2005 .

[98]  Ying-yi Hong,et al.  A meaning system approach to Chinese students' achievement goals. , 2000 .

[99]  Eric M. Anderman,et al.  The Development and Validation of Scales Assessing Students' Achievement Goal Orientations , 1998, Contemporary educational psychology.

[100]  Ping Liu.  Transition From Elementary to Middle School and Change in Motivation: An Examination of Chinese Students , 2003 .

[101]  Shinobu Kitayama,et al.  Culture and basic psychological principles , 1996 .

[102]  Frank Pajares,et al.  Toward a Positive Psychology of Academic Motivation , 2001 .