A Bicultural Approach to the Issue of Achievement Motivation.

Autor/in	Gray, Tracy C.
Titel	A Bicultural Approach to the Issue of Achievement Motivation.
Quelle	(1978), (29 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Acculturation; Achievement Need; Anglo Americans; Biculturalism; Bilingual Education; Bilingualism; Cross Cultural Studies; Cultural Background; Cultural Differences; Cultural Influences; Elementary Education; Elementary School Students; Ethnic Groups; Ethnicity; Language Dominance; Language Research; Language Role; Language Usage; Mexican Americans; Motivation; Psychological Needs; Psychological Patterns; Sex Differences; Sex Role; Social Influences; Sociocultural Patterns; Sociolinguistics; Student Motivation + Suchen Sie Ihr Suchwort? Akkulturation; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Cultural influence; Kultureinfluss; Elementarunterricht; Ethnie; Ethnizität; Sprachliche Dominanz; Sprachforschung; Sprachgebrauch; Hispanoamerikaner; psychologische; Motivation (psychologisch); Sex difference; Geschlechtsunterschied; Geschlechterrolle; Sozialer Einfluss; Soziokulturelle Theorie; Soziolinguistik; Schulische Motivation
Abstract	The literature emphasizes that achievement motivation depends on a generalized desire to accomplish a given task; it does not deal with the issue of whether or not a culture values the appropriate behavior. This study investigated possible cultural and sex differences in achievement motivation from a bicultural perspective. This research: (1) examined and compared the incentive for achievement motivation of 480 fourth and sixth grade Mexican-American and Anglo-American students in three diverse school districts in California; and, (2) examined the relationship between language dominance as a possible indicator of acculturation and mode of achievement motivation. The results indicated a statistically significant difference between Mexican Americans and Anglo Americans and between males and females in mode of achievement motivation. Unexpectedly, in the academic setting, Anglo-American females showed a relatively lower need to achieve for self than Mexican-American females. The results from the language usage assessment indicated that sex was a more reliable predictor of achievement motivation than language dominance. The educational implications of this study are discussed. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01