Responsibility of Learning: A Cross-Cultural Examination of the Relationship of Grit, Motivational Belief and Self-Regulation among College Students in the US, UAE and Turkey

Autor/inn/en	Pasha-Zaidi, Nausheen; Afari, Ernest; Sevi, Baris; Urganci, Betul; Durham, Justin
Titel	Responsibility of Learning: A Cross-Cultural Examination of the Relationship of Grit, Motivational Belief and Self-Regulation among College Students in the US, UAE and Turkey
Quelle	In: Learning Environments Research, 22 (2019) 1, S.83-100 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pasha-Zaidi, Nausheen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-018-9268-y
Schlagwörter	Undergraduate Students; Metacognition; Cross Cultural Studies; Cultural Context; Self Efficacy; Foreign Countries; Academic Persistence; Resilience (Psychology); Educational Environment; Student Motivation; Student Attitudes; Correlation; Student Responsibility; United Arab Emirates; Turkey; United States + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural comparison; Kulturvergleich; Self-efficacy; Selbstwirksamkeit; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Schülerverhalten; Korrelation; Vereinigte Arabische Emirate; Türkei; USA
Abstract	The present study explored the relationship between grit, motivational beliefs and self-regulation among undergraduate students in the United States, the United Arab Emirates and Turkey. These factors place the responsibility of learning on the students, rather than the educational environment. As most studies continue to focus on Western, educated, industrialised, rich and democratic populations, the current investigation adds to the extant knowledge of non-cognitive factors in student learning by focusing on international samples in three different cultural contexts to determine if indeed these factors are related in diverse educational environments. Grit significantly predicted the other non-cognitive factors in each of the contexts studied. There was also a positive relationship between the two constructs representing motivational beliefs, namely, self-efficacy and task value, in each of the contexts studied. The relationship between the constructs, however, differed with respect to self-regulation behaviours in the three cultural contexts represented in the study. Possible explanations for these differences are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01