The relationship between achievement motivation and academic
achievement is complex, but generally, the more a student is
motivated to do an academic task, the greater the effort,
persistence, and use of cognitive strategies expended on the task,
and the better the performance on the task (Pintrich, 2003). The
majority of achievement motivation research has been conducted in
Western countries (Kumar, 2004). This is a concern as North
American classrooms are becoming increasingly culturally diverse.
The present study looked at the relationships between motivation
and academic achievement in two distinct cultures: Western (Canada,
the United States, and the United Kingdom) and Asian (Hong
Kong-China, Japan, and Korea). Hierarchical linear modeling was
used to analyze data from the Programme for International Student
Assessment 2003 (PISA; OECD, 2004). The findings from this study
demonstrate that there are some distinct cultural differences in
the relationships between achievement motivation and academic
achievement.
General
Imprint: |
VDM Verlag
|
Country of origin: |
Germany |
Release date: |
June 2010 |
Authors: |
Shelley Ross
|
Dimensions: |
229 x 152 x 13mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
224 |
ISBN-13: |
978-3-639-25040-4 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
3-639-25040-0 |
Barcode: |
9783639250404 |
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