The role of sociocultural factors in student achievement motivation : A cross-cultural review

Journal article

Wang, Ming-Te, Guo, Jiesi and Degol, Jessica L.. (2019). The role of sociocultural factors in student achievement motivation : A cross-cultural review. Adolescent Research Review. 5(4), pp. 435-450. https://doi.org/10.1007/s40894-019-00124-y
AuthorsWang, Ming-Te, Guo, Jiesi and Degol, Jessica L.
Abstract

Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood. While achievement motivation has been widely studied across Western populations, recent work has emphasized the importance of examining the universality versus cultural specificity of motivation constructs across countries or diverse cultures. This article is a systematic review of the current discourse surrounding developmental and gender differences in student motivation in the disciplines of mathematics and English, offering comparisons of how these patterns are deployed within Western and East Asian countries. Guided by expectancy–value theory, this review focuses on ability self-concept and task values as two prominent motivational constructs. The authors first examine age and gender differences in the development of ability self-concept and task values among those from Western and East Asian countries from primary school to secondary school. Next, the sociocultural and contextual factors driving developmental and gender differences in motivation are discussed. The article concludes by summarizing the limitations of existing literature and suggesting new lines of inquiry to advance knowledge in cross-cultural studies on student achievement motivation.

Keywordsachievement motivation; cultural differences; expectancy–value theory; developmental and gender differences; systematic review
Year2019
JournalAdolescent Research Review
Journal citation5 (4), pp. 435-450
PublisherSpringer
ISSN2363-8346
Digital Object Identifier (DOI)https://doi.org/10.1007/s40894-019-00124-y
Scopus EID2-s2.0-85068835793
Research or scholarlyResearch
Page range435-450
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online06 Jul 2019
Publication process dates
Accepted12 Jun 2019
Deposited07 Sep 2021
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An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years
Marsh, Herbert W., Pekrun, Reinhard, Murayama, Kou, Arens, A. Katrin, Parker, Philip D., Guo, Jiesi and Dicke, Theresa. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology. 54(2), pp. 263 - 280. https://doi.org/10.1037/dev0000393
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups
Marsh, Herbert W., Guo, Jiesi, Parker, Philip D., Nagengast, Benjamin, Asparouhov, T., Muthen, Bengt and Dicke, Theresa. (2018). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychological Methods. 23(3), pp. 524 - 545. https://doi.org/10.1037/met0000113
Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values
Guo, Jiesi, Eccles, Jacquelynne Sue, Sortheix, Florencia M. and Salmela-Aro, Katariina. (2018). Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology. 9, pp. 1 - 15. https://doi.org/10.3389/fpsyg.2018.01111
Inequity and excellence in academic performance: evidence from 27 countries
Parker, Philip D., Marsh, Herbert W., Jerrim, John P., Guo, Jiesi and Dicke, Theresa. (2018). Inequity and excellence in academic performance: evidence from 27 countries. American Educational Research Journal. 55(4), pp. 836 - 858. https://doi.org/10.3102/0002831218760213
An information distortion model of social class differences in math self-concept, intrinsic value, and utility value
Parker, Philip D., Marsh, Herbert W., Guo, Jiesi, Anders, Jake, Shure, Nikki and Dicke, Theresa. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology. 110(3), pp. 445-463. https://doi.org/10.1037/edu0000215
A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents
Donald, James N., Ciarrochi, Joseph, Parker, Philip D., Sahdra, Baljinder K., Marshall, Sarah L. and Guo, Jiesi. (2018). A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents. Journal of Personality. 86(4), pp. 619 - 630. https://doi.org/10.1111/jopy.12340
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals
Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Pekrun, Reinhard, Guo, Jiesi and Televantou, Ioulia. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology. 110(8), pp. 1112 - 1126. https://doi.org/10.1037/edu0000259
Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Dicke, Theresa. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. 49, pp. 81-91. https://doi.org/10.1016/j.learninstruc.2016.12.007
Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals
Donald, James, Atkins, Paul W., Parker, Phil, Christie, Alison M. and Guo, Jiesi. (2017). Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals. Journal of Personality. 85(5), pp. 716 - 729. https://doi.org/10.1111/jopy.12279
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Van Zanden, Brooke, Marsh, Herbert W., Seaton, Marjorie, Parker, Philip D., Guo, Jiesi and Duineveld, Jasper J.. (2017). How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes. Learning and Instruction. 47, pp. 25-32. https://doi.org/10.1016/j.learninstruc.2016.09.002
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Dicke, Theresa, Pekrun, Reinhard, Murayama, K. and Lichtenfeld, Stephanie. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology. 109(3), pp. 425 - 438. https://doi.org/10.1037/edu0000144
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert Warren, Craven, Rhonda G., Parker, Phil D., Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory
Guo, Jiesi. (2016). The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory [Thesis]. https://doi.org/10.4226/66/5a9cc030b0ba5
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert W., Craven, Rhonda, Parker, Phil, Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes
Guo, Jiesi, Nagengast, Benjamin, Marsh, Herbert Warren, Kelava, Augustin, Gaspard, Hanna, Brandt, Holger, Cambria, Jenna, Flunger, Barbara, Dicke, Anna-Lena, Häfner, Isabelle, Brisson, Brigitte and Trautwein, Ulrich. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open. 2(1), pp. 1 - 20. https://doi.org/10.1177/2332858415626884
Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective
Guo, Jiesi, Parker, Philip D., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology. 51(8), pp. 1163-1176. https://doi.org/10.1037/a0039440
Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study
Guo, Jiesi, Marsh, Herbert W., Morin, Alexandre J. S., Parker, Philip D. and Kaur, Gurvinder. (2015). Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study. American Educational Research Journal. 52(2), pp. 371-402. https://doi.org/10.3102/0002831214565786
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Yeung, Alexander Seeshing. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study. Learning and Individual Differences. 37, pp. 161-168. https://doi.org/10.1016/j.lindif.2015.01.008