Learning Motivation from a Cross-Cultural Perspective: A Moving Target?

Autor/inn/en	Täht, Karin; Must, Olev; Peets, Kätlin; Kattel, Rainer
Titel	Learning Motivation from a Cross-Cultural Perspective: A Moving Target?
Quelle	In: Educational Research and Evaluation, 20 (2014) 4, S.255-274 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2014.929009
Schlagwörter	Learning Motivation; Academic Achievement; Cross Cultural Studies; Developed Nations; Developing Nations; Achievement Tests; Correlation; Hierarchical Linear Modeling; Adolescents; Student Attitudes; Self Efficacy; Foreign Countries; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schulleistung; Cultural comparison; Kulturvergleich; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Ausland
Abstract	This paper investigates the relationship between educational achievement and the motivation to learn. We used the 2006 Programme for International Student Assessment (PISA) that contains representative samples from 55 nations. A strong negative correlation between educational achievement and motivation toward science learning emerged at the national level. We found that differences in the socioeconomic levels of nations are associated with this unexpected negative correlation. Children from developed societies achieve higher educational results but may tend to be rather critical in describing their learning motivation, and vice versa, students from developing countries do not attain very high educational outcomes, but their motivation, as stated on the self-report questionnaires, is high. We offer different explanations for this phenomenon. The motivation to learn in relation to the level of development of countries is a moving target, and this should be taken into account at all levels of education policymaking, from schools to national governments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10