The motivation-achievement paradox in international educational achievement tests. Toward a better understanding.

Autor/inn/en	He, Jia; Vijver, Fons J. R. van de
Titel	The motivation-achievement paradox in international educational achievement tests. Toward a better understanding.
Quelle	Aus: King, Ronnel B. (Hrsg.); Bernardo, Allan B.I. (Hrsg.): The psychology of Asian learners. A festschrift in honor of David Watkins. Berlin: Springer (2016) S. [253]-268 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-981-287-575-4
DOI	10.1007/978-981-287-576-1_16
Schlagwörter	Bildung; Empirische Untersuchung; Kulturdifferenz; Wertschätzung; Kultureinfluss; Schüler; Leistungsbeurteilung; Schülerleistung; Lernmotivation; Motivation; Mathematische Kompetenz; Internationaler Vergleich; Einflussfaktor; Leistungsmessung; Vignette (Methode); PISA (Programme for International Student Assessment); China; OECD-Staaten
Abstract	There is a recurrent paradox in the data of the Programme for International Student Assessment (PISA): within each participating country, there is a positive correlation between students' learning motivation and achievement; when aggregating the data at country level, this correlation becomes negative. Using PISA data across 64 countries, we investigate the association of motivation and achievement within and between countries and attempt to explain the paradox with three measures indicative of culturally preferred scale usage: cultural response style, overclaiming, and anchoring vignettes. We confirmed the paradox and found that the three measures, in particular anchoring vignettes, could partially explain the negative association between motivation and achievement at country level. Our study is intellectually indebted to the tradition, initiated by David Watkins, to go beyond a simple classification of Chinese learners as focusing on rote memory learning. We illustrate how core Chinese values impinge on educational motivation and achievement and can help to explain seemingly paradoxical cross-cultural differences. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1