Envisioning a culturally imaginative educational psychology

Journal article


King, Ronnel B., McInerney, Dennis M. and Pitliya, Riddhi J.. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review. 30(3), pp. 1031 - 1065. https://doi.org/10.1007/s10648-018-9440-z
AuthorsKing, Ronnel B., McInerney, Dennis M. and Pitliya, Riddhi J.
Abstract

Culture has mostly been neglected in mainstream educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap cross-cultural researchers. The first type is the cultural attribution error which pertains to attributing any observed difference to culture even if culture is not the relevant factor. The second type is the cultural blind spot error which pertains to the failure to see how culture influences psycho-educational processes and outcomes. We proffered seven recommendations to avoid these twin pitfalls. We reviewed the papers published from 2006 to 2016 in four flagship educational psychology journals including the Journal of Educational Psychology, Contemporary Educational Psychology, Cognition and Instruction, and British Journal of Educational Psychology. Our review focused on how educational psychologists have studied culture over the past decade and how the published studies aligned with our seven recommendations. The content analysis indicated that only a small percentage of the articles dealt with culture, most of the studies drew on Western samples, and that almost all studies relied on an etic approach with very few studies using an emic bottom-up perspective. We ended with a justification for why a culturally imaginative educational psychology is urgently needed in an increasingly diverse world.

Keywordsculture; cross-cultural educational psychology; etic; emic; cultural imagination
Year2018
JournalEducational Psychology Review
Journal citation30 (3), pp. 1031 - 1065
PublisherSpringer New York LLC
ISSN1040-726X
Digital Object Identifier (DOI)https://doi.org/10.1007/s10648-018-9440-z
Scopus EID2-s2.0-85047663675
Page range1031 - 1065
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/88zv1/envisioning-a-culturally-imaginative-educational-psychology

Restricted files

Publisher's version

  • 135
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context
Chao, Chih Nuo Grace, McInerney, Dennis M. and Bai, Barry. (2019). Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context. The Asia-Pacific Education Researcher. 28(2), pp. 139 - 147. https://doi.org/10.1007/s40299-018-0420-3
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions
McInerney, Dennis M., Korpershoek, Hanke, Wang, Hui and Morin, Alexandre J. S.. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education. 71, pp. 145 - 158. https://doi.org/10.1016/j.tate.2017.12.020
Generalizability of achievement goal profiles across five cultural groups : More similarities than differences
Litalien, David, Morin, Alexandre J. S. and McInerney, Dennis M.. (2017). Generalizability of achievement goal profiles across five cultural groups : More similarities than differences. Contemporary Educational Psychology. 51, pp. 267-283. https://doi.org/10.1016/j.cedpsych.2017.08.008
Achievement goal profiles among adolescent males and females
Litalien, David, Morin, Alexandre and McInerney, Dennis. (2017). Achievement goal profiles among adolescent males and females. Developmental Psychology. 53(4), pp. 731 - 751. https://doi.org/10.1037/dev0000288
Developmental and educational psychology for teachers: An applied approach
McInerney, Dennis M. and Putwain, David W.. (2017). Developmental and educational psychology for teachers: An applied approach Routledge.
How social are social media? A review of online social behaviour and connectedness
Ryan, Tracii, Allen, Kelly, Gray, Deleon L. and McInerney, Dennis. (2017). How social are social media? A review of online social behaviour and connectedness. Journal of Relationships Research. 8(e8), pp. 1 - 8. https://doi.org/10.1017/jrr.2017.13
Complementary variable- and person-centered approaches to the dimensionality of psychometric constructs: application to psychological wellbeing at work
Morin, Alexandre, Boudrias, J. S., Marsh, Herb, McInerney, Dennis, Dagenais-Desmarais, Véronique, Madore, Isabelle and Litalien, David. (2017). Complementary variable- and person-centered approaches to the dimensionality of psychometric constructs: application to psychological wellbeing at work. Journal of Business and Psychology. 32(4), pp. 395-419. https://doi.org/10.1007/s10869-016-9448-7
A journey through David Watkins's research and contribution to cross-cultural psychology
McInerney, Dennis M.. (2016). A journey through David Watkins's research and contribution to cross-cultural psychology. In In R. B. King and A. B. I. Bernardo (Ed.). The psychology of Asian learners: A festschrift in honor of David Watkins pp. 15 - 34 Springer. https://doi.org/10.1007/978-981-287-576-1_2
Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, metacognitive strategies, and achievement
King, Ronnel B. and McInerney, Dennis M.. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, metacognitive strategies, and achievement. British Journal of Educational Psychology. 86(2), pp. 296 - 312. https://doi.org/10.1111/bjep.12107
Examining the links between social goals and learning strategies
King, Ronnel B. and McInerney, Dennis M.. (2016). Examining the links between social goals and learning strategies. In In R. B. King (Ed.). The psychology of Asian learners: A festschrift in Honor of David Watkins pp. 405 - 417 Springer. https://doi.org/10.1007/978-981-287-576-1_25
Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools
Martin, Andrew J., Collie, Rebecca J., Mok, Magdalena M. C. and McInerney, Dennis M.. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology. 86(1), pp. 75 - 91. https://doi.org/10.1111/bjep.12092
Culturalizing motivation research in educational psychology
King, Ronnel B. and McInerney, Dennis M.. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology. 86(1), pp. 1 - 7. https://doi.org/10.1111/bjep.12106
Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition
Clement, Neville, Lovat, Terence, Holbrook, Allyson, Kiley, Margaret, Bourke, Sid, Paltridge, Brian, Starfield, Sue, Fairbairn, Hedy and McInerney, Dennis M.. (2015). Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition. In In J. Huisman and M. Tight (Ed.). Theory and method in higher education research pp. 213 - 233 Emerald Group Publishing Limited. https://doi.org/10.1108/S2056-375220150000001010
Teachers' commitment and psychological well-being : Implications of self-beliefs for teaching in Hong Kong
McInerney, Dennis M., Ganotice, Fraide A., King, Ronnel B., Morin, Alexandre J. S. and Marsh, Herbert W.. (2015). Teachers' commitment and psychological well-being : Implications of self-beliefs for teaching in Hong Kong. Educational Psychology. 35(8), pp. 926-945. https://doi.org/10.1080/01443410.2014.895801
Motivation: A philosophical and psychological synthesis
Splitter, Laurance J. and McInerney, Dennis M.. (2015). Motivation: A philosophical and psychological synthesis. In In F. Guay, H. Marsh and D. M. Mclnerney (Ed.). Self-concept, motivation, and identity: Underpinning success with research and practice pp. 273 - 297 Information Age Publishing.
Academic self-concepts in ability streams: considering domain specificity and same-stream peers
Liem, Gregory Arief, McInerney, Dennis and Yeung, Alexander S.. (2015). Academic self-concepts in ability streams: considering domain specificity and same-stream peers. The journal of experimental education. 83(1), pp. 83 - 109. https://doi.org/10.1080/00220973.2013.876227
Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence
King, Ronnel B., McInerney, Dennis M., Ganotice, Fraide A. and Villarosa, Jonalyn B.. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences. 39(April), pp. 64 - 72. https://doi.org/10.1016/j.lindif.2015.03.005
Testing the multidimensionality of the inventory of school motivation in a Dutch student sample
Korpershoek, Hanke, Xu, Kun, Mok, Magdalena Mo Ching, McInerney, Dennis M. and van der Werf, Greetje. (2015). Testing the multidimensionality of the inventory of school motivation in a Dutch student sample. Journal of Applied Measurement. 16(1), pp. 41 - 59.
Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers
McInerney, Dennis M., Ganotice Jr, Fraide A., King, Ronnel B., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education. 52, pp. 11-23. https://doi.org/10.1016/j.tate.2015.08.004
Growth trajectories of mathematics achievement : Longitudinal tracking of student academic progress
Mok, Magdalena, McInerney, Dennis, Zhu, Jinxin and Or, Anthony. (2015). Growth trajectories of mathematics achievement : Longitudinal tracking of student academic progress. British Journal of Educational Psychology. 85(2), pp. 154 - 171. https://doi.org/10.1111/bjep.12060
Profiles of dual commitment to the occupation and organization : Relations to well-being and turnover intentions
Morin, Alexandre J. S., Meyer, John P., McInerney, Dennis M., Marsh, Herbert W. and Ganotice Jr., Fraide A.. (2015). Profiles of dual commitment to the occupation and organization : Relations to well-being and turnover intentions. Asia Pacific Journal of Management. 32(3), pp. 717-744. https://doi.org/10.1007/s10490-015-9411-6
Motivation matters : Profiling Indigenous and non-Indigenous students' motivational goals
Magson, Natasha, Craven, Rhonda, Nelson, Genevieve, Yeung, See, Bodkin-Andrews, Gawaian and McInerney, Dennis. (2014). Motivation matters : Profiling Indigenous and non-Indigenous students' motivational goals. Australian Journal of Indigenous Education. 43(2), pp. 96 - 112.
Asian students in Australia: sources of the academic self
Yeung, Alexander S., McInerney, Dennis M. and Ali, Jinnat. (2014). Asian students in Australia: sources of the academic self. Educational Psychology. 34(5), pp. 598 - 618. https://doi.org/10.1080/01443410.2014.915928
Asian students in Australia : Sources of the academic self
Yeung, Alexander Seeshing, McInerney, Dennis and Ali, Jinnat. (2014). Asian students in Australia : Sources of the academic self. Educational Psychology : An international journal of experimental educational psychology. 34(5), pp. 598 - 618. https://doi.org/10.1080/01443410.2014.915928
The Big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference
Liem, Gregory Arief D., Marsh, Herbert W., Martin, Andrew J., McInerney, Dennis M. and Yeung, Alexander S.. (2013). The Big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference. American Educational Research Journal. 50(2), pp. 326 - 370. https://doi.org/10.3102/0002831212464511
Harnessing the power of motivational factors for optimizing the educational success of remote Indigenous students: A cross-cultural study
McInerney, Dennis and King, Ronnel B.. (2013). Harnessing the power of motivational factors for optimizing the educational success of remote Indigenous students: A cross-cultural study. Diversity in Higher Education. 14, pp. 81 - 111. https://doi.org/10.1108/S1479-3644(2013)0000014004
Studying 'a thousand miles away': The motivational implications of cross-cultural transitions
McInerney, Dennis and King, Ronnel B.. (2012). Studying 'a thousand miles away': The motivational implications of cross-cultural transitions. Advances in Motivation and Achievement. 17, pp. 205 - 240. https://doi.org/10.1108/S0749-7423(2012)0000017011
Academic motivation, self-concept, engagement, and performance in high school : Key processes from a longitudinal perspective
Green, Jasmine, Liem, Gregory, Martin, Andrew, Colmar, Susan, Marsh, Herbert and McInerney, Dennis. (2012). Academic motivation, self-concept, engagement, and performance in high school : Key processes from a longitudinal perspective. Journal of Adolescence. 35(5), pp. 1111 - 1122. https://doi.org/10.1016/j.adolescence.2012.02.016
Getting along with teachers and parents: The yields of good relationships for students' achievement motivation and self-esteem
Martin, Andrew J., Marsh, Herbert Warren, McInerney, Dennis M., Green, Jasmine and Dowson, Martin. (2007). Getting along with teachers and parents: The yields of good relationships for students' achievement motivation and self-esteem. Australian Journal of Guidance and Counselling. 17(2), pp. 109 - 125. https://doi.org/10.1375/ajgc.17.2.109
Motivation in cross-cultural settings: A Papua New Guinea psychometric study
Nelson, Genevieve F., O'Mara, Alison J., McInerney, Dennis and Dowson, Martin. (2006). Motivation in cross-cultural settings: A Papua New Guinea psychometric study. International Education Journal.
An investigation of the effects of school context and sex differences on students' motivational goal orientations
Dowson, Martin, McInerney, Dennis and Nelson, Genevieve F.. (2006). An investigation of the effects of school context and sex differences on students' motivational goal orientations. Educational Psychology. 26(6), pp. 781 - 811. https://doi.org/10.1080/01443410600941920
Motivations to teach: Psychometric perspectives across the first semester of teacher education
Sinclair, Catherine, Dowson, Martin and McInerney, Dennis. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record. 108(6), pp. 1132 - 1154.
Facilitating conditions for school motivation: Construct validity and applicability
McInerney, Dennis, Dowson, Martin and Yeung, Alexander Seeshing. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement. 65(6), pp. 1046 - 1066. https://doi.org/10.1177/0013164405278561
Exploring sex differences in science enrolment intentions: An application of the general model of academic choice
Barnes, Geoffrey, McInerney, Dennis and Marsh, Herb. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. The Australian Educational Researcher. 32(2), pp. 1 - 23. https://doi.org/10.1007/BF03216817
The development and validation of the Goal Orientation and Learning Stratergies Survey (Goals-S)
Dowson, Martin and McInerney, Dennis. (2004). The development and validation of the Goal Orientation and Learning Stratergies Survey (Goals-S). Educational and Psychological Measurement. 64(2), pp. 290 - 310. https://doi.org/10.1177/0013164403251335
Toward a Hierarchical Goal Theory Model of School Motivation
McInerney, Dennis, Marsh, Herb and Yeung, Alex. (2003). Toward a Hierarchical Goal Theory Model of School Motivation. Journal of Applied Measurement. 4(4), pp. 335 - 357.
What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation
Dowson, Martin and McInerney, Dennis. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology. 28(1), pp. 91 - 113. https://doi.org/10.1016/S0361-476X(02)00010-3
Performance approach, performance avoidance and depth of information processing: A fresh look at relations between students' academic motivation and cognition
Barker, Katrina L., McInerney, Dennis and Dowson, Martin. (2002). Performance approach, performance avoidance and depth of information processing: A fresh look at relations between students' academic motivation and cognition. Educational Psychology. 22(5), pp. 571 - 589. https://doi.org/10.1080/0144341022000023644
The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling
McInerney, Valentina, Marsh, Herb and McInerney, Dennis. (1999). The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling. Educational and Psychological Measurement: devoted to the development and application of measures of individual differences. 59(3), pp. 451 - 470. https://doi.org/10.1177/00131649921969974
Cultural perspectives on school motivation: The relevance and application of goal theory
McInerney, Dennis, Roche, Lawrence A., McInerney, Valentina and Marsh, Herb. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal. 34(1), pp. 207 - 236. https://doi.org/10.3102/00028312034001207
Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study
McInerney, Valentina, McInerney, Dennis and Marsh, Herb. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study. Journal of Educational Psychology. 89(4), pp. 686 - 695. https://doi.org/10.1037//0022-0663.89.4.686