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The body of literature has pointed to the benefits of educational
interventions in facilitating improvement in school motivation and,
by implication, learning and achievement. However, it is now
recognized that most extant motivation and learning enhancing
intervention programs are grounded in Western motivational and
learning perspectives, such as attribution, expectancy-value,
implicit theories of intelligence, self-determination, and
self-regulated learning theories. Further, empirical evidence for
the positive impacts of these interventions seems to have primarily
emerged from North American settings. The cross-cultural
transferability and translatability of such educational
interventions, however, are often assumed rather than critically
assessed and adapted before their implementation in other cultures.
In this volume, the editors invited scholars to reassess their
intervention work from a sociocultural lens. Regardless of the
different theoretical perspectives and strategies they adopt in
their interventions, these scholars are in unison on the importance
of taking into account sociodemographic backgrounds of the students
and sociocultural contexts of the interventions to optimize the
benefits of such interventions. Indeed, placing culture at the
heart of designing, implementing, and evaluating
educationalinterventions could be a key not only to strengthen the
effectiveness and efficacy of educational interventions, but also
to ensure that students of a wider and more diverse range of
educational and cultural backgrounds reap the benefits from such
interventions. This volume constitutes the foundation towards a
deeper and more systematic understanding of culturally relevant and
responsive educational interventions.
Scholars and practitioners in the fields of education and
educational psychology have come to agree that conceptions of
learning and teaching, student and teacher motivation, engagement,
learning and teaching strategies, and by implication, student
academic achievement and teacher effectiveness are also influenced
by a sociocultural context where the schooling process takes place.
This raises the question if educational psychology theorising and
findings can be adopted to inform and guide teaching and learning
in different cultures. As such, there is a compelling and timely
need for educational psychology researchers to harness advanced
cross-cultural research designs and look at the different key
facets of student and teacher academic careers from a
cross-cultural perspective. Dennis McInerney is one of the key
pioneering figures in cross-cultural educational psychology and has
also edited a book series on Research on Sociocultural Influences
on Motivation and Learning (Information Age Publishing). His ideas
and research have inspired many to examine the role of
sociocultural context in motivation and learning. This volume is a
celebration of McInerney's numerous and extensive contributions as
a scholar, as well as an appreciation of his personal qualities
that make him such an inspiring person. In this festschrift, the
editors seek to extend the scholarly contributions of Dennis
McInerney by inviting internationally recognised and leading
educational psychology scholars who have inspired and been inspired
by his work to re-examine their research expertise from a
cross-cultural perspective. The volume aims to stimulate
researchers, scholars, and graduate students in their endeavour to
re-look their research from a cross-cultural lens.
A volume in Research on Sociocultural Influences on Motivation and
Learning Series Editor: Dennis M. McInerney, The Hong Kong
Institute of Education It is now nearly thirty years since
sociocultural theories of learning created great excitement and
debate amongst those concerned with learning in diverse contexts.
Since that time significant advances have been made in
sociocultural theory and research. Various sociocultural approaches
to the understanding of learning (for example, sociocultural
psychology, sociocultural discourse, cultural historical activity
theory) have been developed and consolidated and new challenges are
currently being addressed. In the motivational arena sociocultural
approaches deriving from Vygotsky have only begun to emerge
relatively recently. In this Volume we examine and evaluate the
achievements of past sociocultural theory and research, and
consider the future directions of sociocultural theory and research
in the domains of learning and motivation.
Helping Kids Achieve Their Best is a practical guide to motivating
younger and older learners across the globe. The book explores why
some students are easier to motivate than others and why students
lose motivation, as well as outlining strategies that teachers can
use in the classroom and that parents can use at home.
Comprehensively updated, this second edition includes a new chapter
on student achievement emotion. Throughout the text, each chapter
includes a variety of examples and research-based tools that can be
put into action immediately, along with vignettes, question points,
action stations, and recommended readings, which help educators
apply the suggested approaches in their own contexts. The book is
hands on and interactive, inviting readers to recall challenges
they have faced in their own teaching or parenting experiences and
to apply what they have learned to better understand and cope with
these challenges more effectively. This book is an essential
resource for pre- and in-service teachers, as well as parents who
aspire to motivate their children and help them achieve their best.
Helping Kids Achieve Their Best is a practical guide to motivating
younger and older learners across the globe. The book explores why
some students are easier to motivate than others and why students
lose motivation, as well as outlining strategies that teachers can
use in the classroom and that parents can use at home.
Comprehensively updated, this second edition includes a new chapter
on student achievement emotion. Throughout the text, each chapter
includes a variety of examples and research-based tools that can be
put into action immediately, along with vignettes, question points,
action stations, and recommended readings, which help educators
apply the suggested approaches in their own contexts. The book is
hands on and interactive, inviting readers to recall challenges
they have faced in their own teaching or parenting experiences and
to apply what they have learned to better understand and cope with
these challenges more effectively. This book is an essential
resource for pre- and in-service teachers, as well as parents who
aspire to motivate their children and help them achieve their best.
Students' school motivation and engagement are key contributors to
the quality of their academic learning and performance, as well as
growth in other important areas of life (social, emotional, and
physical health). Fostering motivation and engagement is thus a
meaningful educational purpose, both in and of itself and as a
pathway to holistic student development. However, motivation and
engagement do not develop in a vacuum, and effort seeking to
facilitate them cannot be effectively pursued without understanding
their underpinning sociocultural influences. In the first edition
of this volume, Big Theories Revisited (McInerney & Van Etten,
2004), authors of major models of school motivation and engagement
were 'challenged' to look into their theoretical work through a
sociocultural lens. The volume has been well received as
objectively reflected in the number of citations of its chapters.
Significant progress has since been made in the theorizing and
research of 'big theories' of school motivation and engagement. In
this volume, we invited a group of internationally-renowned
scholars to re-examine their theoretical and conceptual work by
highlighting the 'what' (factors) and 'how' (processes) of
sociocultural influences in association with the key motivation
and/or engagement construct(s) of their expertise. We made it clear
to our contributors that we solicited new chapters rather than
chapters with merely rehashed materials. As a result, this volume,
Big Theories Revisited 2 (Liem & McInerney, 2018) contains
chapters that critically discuss sociocultural influences on school
motivation and engagement constructs as viewed from focal theories
including self-determination theory, achievement goal theory,
personal investment theory, expectancy value theory, self-efficacy
theory, self- and co-regulated learning models, and many others.
Whereas some of the chapter topics covered in the initial edition
are also part of this edition, some are new and provide fresh
sociocultural angles on achievement-relevant processes and
outcomes. Likewise, whereas some of the authors contributed to the
earlier edition of the Volume, many of them are different. What
appears to be the same across the two editions is the scholarly
distinction of the authors and the substantive rigor of the
chapters in advancing our current understanding of this field of
enquiry. Readers will learn much from and be inspired by
stimulating ideas presented in this volume.
The body of literature has pointed to the benefits of educational
interventions in facilitating improvement in school motivation and,
by implication, learning and achievement. However, it is now
recognized that most extant motivation and learning enhancing
intervention programs are grounded in Western motivational and
learning perspectives, such as attribution, expectancy-value,
implicit theories of intelligence, self-determination, and
self-regulated learning theories. Further, empirical evidence for
the positive impacts of these interventions seems to have primarily
emerged from North American settings. The cross-cultural
transferability and translatability of such educational
interventions, however, are often assumed rather than critically
assessed and adapted before their implementation in other cultures.
In this volume, the editors invited scholars to reassess their
intervention work from a sociocultural lens. Regardless of the
different theoretical perspectives and strategies they adopt in
their interventions, these scholars are in unison on the importance
of taking into account sociodemographic backgrounds of the students
and sociocultural contexts of the interventions to optimize the
benefits of such interventions. Indeed, placing culture at the
heart of designing, implementing, and evaluating
educationalinterventions could be a key not only to strengthen the
effectiveness and efficacy of educational interventions, but also
to ensure that students of a wider and more diverse range of
educational and cultural backgrounds reap the benefits from such
interventions. This volume constitutes the foundation towards a
deeper and more systematic understanding of culturally relevant and
responsive educational interventions.
Scholars and practitioners in the fields of education and
educational psychology have come to agree that conceptions of
learning and teaching, student and teacher motivation, engagement,
learning and teaching strategies, and by implication, student
academic achievement and teacher effectiveness are also influenced
by a sociocultural context where the schooling process takes place.
This raises the question if educational psychology theorising and
findings can be adopted to inform and guide teaching and learning
in different cultures. As such, there is a compelling and timely
need for educational psychology researchers to harness advanced
cross-cultural research designs and look at the different key
facets of student and teacher academic careers from a
cross-cultural perspective. Dennis McInerney is one of the key
pioneering figures in cross-cultural educational psychology and has
also edited a book series on Research on Sociocultural Influences
on Motivation and Learning (Information Age Publishing). His ideas
and research have inspired many to examine the role of
sociocultural context in motivation and learning. This volume is a
celebration of McInerney's numerous and extensive contributions as
a scholar, as well as an appreciation of his personal qualities
that make him such an inspiring person. In this festschrift, the
editors seek to extend the scholarly contributions of Dennis
McInerney by inviting internationally recognised and leading
educational psychology scholars who have inspired and been inspired
by his work to re-examine their research expertise from a
cross-cultural perspective. The volume aims to stimulate
researchers, scholars, and graduate students in their endeavour to
re-look their research from a cross-cultural lens.
A volume in Research on Sociocultural Influences on Motivation and
Learning Series Editor: Dennis M. McInerney, The Hong Kong
Institute of Education It is now nearly thirty years since
sociocultural theories of learning created great excitement and
debate amongst those concerned with learning in diverse contexts.
Since that time significant advances have been made in
sociocultural theory and research. Various sociocultural approaches
to the understanding of learning (for example, sociocultural
psychology, sociocultural discourse, cultural historical activity
theory) have been developed and consolidated and new challenges are
currently being addressed. In the motivational arena sociocultural
approaches deriving from Vygotsky have only begun to emerge
relatively recently. In this Volume we examine and evaluate the
achievements of past sociocultural theory and research, and
consider the future directions of sociocultural theory and research
in the domains of learning and motivation.
How does culture shape student academic motivation, learning,
beliefs, goals, attitudes, and social interactions? Theoretically
framed within the 3P (presage, process, and product) model of
classroom learning, the empirical study reported in the present
Volume assessed the links of values, perceived classroom
environment, and approaches to learning of students in Singapore,
the Philippines, Indonesia, and Australia. Harnessing both
quantitative and qualitative methodological advancements, the study
sought to unpack the role of culture in shaping student academic
behaviours and attainments. The Volume invites readers to consider
the importance of viewing broader educational psychological
processes from cross-cultural perspectives.
Students' school motivation and engagement are key contributors to
the quality of their academic learning and performance, as well as
growth in other important areas of life (social, emotional, and
physical health). Fostering motivation and engagement is thus a
meaningful educational purpose, both in and of itself and as a
pathway to holistic student development. However, motivation and
engagement do not develop in a vacuum, and effort seeking to
facilitate them cannot be effectively pursued without understanding
their underpinning sociocultural influences. In the first edition
of this volume, Big Theories Revisited (McInerney & Van Etten,
2004), authors of major models of school motivation and engagement
were 'challenged' to look into their theoretical work through a
sociocultural lens. The volume has been well received as
objectively reflected in the number of citations of its chapters.
Significant progress has since been made in the theorizing and
research of 'big theories' of school motivation and engagement. In
this volume, we invited a group of internationally-renowned
scholars to re-examine their theoretical and conceptual work by
highlighting the 'what' (factors) and 'how' (processes) of
sociocultural influences in association with the key motivation
and/or engagement construct(s) of their expertise. We made it clear
to our contributors that we solicited new chapters rather than
chapters with merely rehashed materials. As a result, this volume,
Big Theories Revisited 2 (Liem & McInerney, 2018) contains
chapters that critically discuss sociocultural influences on school
motivation and engagement constructs as viewed from focal theories
including self-determination theory, achievement goal theory,
personal investment theory, expectancy value theory, self-efficacy
theory, self- and co-regulated learning models, and many others.
Whereas some of the chapter topics covered in the initial edition
are also part of this edition, some are new and provide fresh
sociocultural angles on achievement-relevant processes and
outcomes. Likewise, whereas some of the authors contributed to the
earlier edition of the Volume, many of them are different. What
appears to be the same across the two editions is the scholarly
distinction of the authors and the substantive rigor of the
chapters in advancing our current understanding of this field of
enquiry. Readers will learn much from and be inspired by
stimulating ideas presented in this volume.
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