An Integrative Cultural View of Achievement Motivation: Parental and Classroom Predictors of Children's Goal Orientations when Learning Mathematics in Korea

Autor/inn/en	Kim, Jung-In; Schallert, Diane L.; Kim, Myoungsook
Titel	An Integrative Cultural View of Achievement Motivation: Parental and Classroom Predictors of Children's Goal Orientations when Learning Mathematics in Korea
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.418-437 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0018676
Schlagwörter	Student Attitudes; Goal Orientation; Student Motivation; Achievement Need; Path Analysis; Metropolitan Areas; Foreign Countries; Mathematics Achievement; Parent Aspiration; Middle School Students; High School Students; Prediction; Self Determination; Mathematics Instruction; South Korea + Suchen Sie Ihr Suchwort? Schülerverhalten; Zielorientierung; Zielvorstellung; Schulische Motivation; Pfadanalyse; Ballungsraum; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternwille; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Vorhersage; Selbstbestimmung; Mathematics lessons; Mathematikunterricht; Korea; Republik
Abstract	Our goal was to identify how students' perceptions of their parents shape the kind and degree of motivational goal orientations that they adopt in their mathematics classroom, broadening the application of achievement goal orientation theory and self-determination theory to students in Korea. Two groups of students participated, one from a middle school located in a large metropolitan area and the other from a small city high school. Multisample path analysis of data from both groups revealed that Korean students' different goal orientations were predicted by their perceptions of parental goals and motivating styles and by their perceptions of classroom goal structures, mediated by different types of self-regulated motivations. Particularly interesting was the finding that Korean students' degree of mastery goal adoption was associated mostly with identified regulation, not with intrinsic motivation, and predicted by their perceptions of their parents' motivating styles, both autonomy supportive and controlling, in addition to perceptions of parents' mastery goals. Perceptions of classroom goals were stronger predictors of students' own goals than were perceptions of parents' goals and motivating styles. We offer an integration of self-determination theory and achievement goal theory. (Contains 5 figures and 2 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10