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Student Motivation

The Culture and Context of Learning

  • Book
  • © 2001

Overview

Editors:
  1. Farideh Salili

    1. University of Hong Kong, Hong Kong

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  2. Chi Yue Chiu

    1. University of Hong Kong, Hong Kong

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  3. Ying Yi Hong

    1. Hong Kong University of Science and Technology, Hong Kong

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Part of the book series: The Springer Series on Human Exceptionality (SSHE)

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xxiv
    Download chapter PDF

  2. The Culture and Context of Learning

    1. The Culture and Context of Learning

      • Farideh Salili, Chi-yue Chiu, Ying-yi Hong
      Pages 1-14

  4. Goal Orientation Theory: New Ideas and Recent Research

    1. Front Matter

      Pages 121-121
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    2. Cultural Diversity, Student Motivation and Achievement

      • Martin L. Maehr, Ryoko Yamaguchi
      Pages 123-148

    3. Goal Orientation and Self-Regulated Learning in the College Classroom: A Cross-Cultural Comparison

      • Paul R. Pintrich, Akane Zusho, Ulrich Schiefele, Reinhard Pekrun
      Pages 149-169

    4. Contextual Influences on Motivation and Performance: An Examination of Achievement Goal Structures

      • Tim Urdan
      Pages 171-201

    5. Cross-Cultural Response to Failure: Considering Outcome Attributions with Different Goals

      • Heidi Grant, Carol S. Dweck
      Pages 203-219

    6. The Influence of Culture and Context on Students’ Motivational Orientation and Performance

      • Farideh Salili, Chi-yue Chiu, Simon Lai
      Pages 221-247

    7. Goals and Motivation of Chinese Students — Testing the Adaptive Learning Model

      • Kan Shi, Peng Wang, Wenzhong Wang, Yantao Zuo, Dawei Liu, Martin L. Maehr et al.
      Pages 249-270
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Keywords

About this book

Ever since the advent of the intelligence test we have thought of exceptional achievement in terms of cognitive attributes. We have words and phrases like "genius," "above average intelligence," "average" and "mentally deficient" to describe different levels of cognitive ability. In the United States widespread use of intelligence tests followed the success of the in World War I, and for the next half-century Army Alpha and Beta Tests intelligence tests were the major measures used to predict school and vocational achievement. Learning was primarily studied in laboratories, and the behaviorist theories that were dominant largely dealt with changes in overt behavior. As a result there was relatively little influence of learning research on concepts involving cognition and intelligence. The transition from behaviorism to cognitive psychology that began in the 1940's and 50's came into full flower in the 1970's and 80's, and great progress was made in understanding learning, memory, and thinking. In the decades following World War I there had been many debates about the possible influence of environmental conditions on intelligence, but the cognitive abilities measured by intelligence tests were generally believed to be determined by heredity. The intelligence tests of cognitive abilities correlated substantially with academic performance; so their use in determining which students needed special help in school or which students were capable of university work was widely accepted. As cognitive psychology became dominant, it became apparent that although heredity was important, intelligence consisted of learnable abilities.

Editors and Affiliations

  • University of Hong Kong, Hong Kong

    Farideh Salili, Chi Yue Chiu

  • Hong Kong University of Science and Technology, Hong Kong

    Ying Yi Hong

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