Culturalizing Achievement Goal Theory and Research

By Akane Zusho, Karen Clayton. 2011

191 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/621ca21d7fa1c63f42a0388777bb2280acbaff9d

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Engineering Students' Perceptions of Problem Solving and Their Future (2018, background): “…grit (e.g., Rimfeld, Kovas, Dale, & Plomin, 2016; Secules, Gupta, Elby, & Turpen, 2016) and supports work that cautions against moving theoretical frameworks across cultures without considering how constructs may manifest in an environment (e.g., Pietkiewicz, & Smith, 2014; Zusho & Clayton, 2011).”
Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance (2018, background): “Weiner’s views leaned toward the “top-down, theory driven, etic-oriented approach” described by Zusho and Clayton (2011) as “absolutist” (p. 248).”
Researching Race Within Educational Psychology Contexts (2014, background): “…suggest that some of the dominant theories that provide the foundation for much of the research in educational psychology hail either explicitly or implicitly from an absolutist worldview (e.g., Achievement Goal Theory will work the same with any social or cultural group; Zusho & Clayton, 2011).”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “Sociocultural theorists have proposed that cultural values, social norms and belief systems are important in the development of motivation and can influence different motivational variables (Zusho & Clayton, 2011).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “Of course, further investigation on this topic is warranted given the drawbacks of operationalizing culture strictly in terms of nation of origin and/or race/ethnicity (Zusho & Clayton, 2011).”
Grit and Determination: A Review of Literature With Implications for Theory and Research (2016, background): “The extant literature emphasises that culture plays a central role in inﬂuencing academic motivation (King & McInerney, 2014; Pajares, 2007; Zusho & Clayton, 2011).”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “Educational psychology research, inclusive of school belonging, typically suggests that motivation is perceptual rather than structural (Hickey, 2003; Zusho & Clayton, 2011).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “The notion of culture as a macrolevel blueprint is represented in the sizable and growing literature examining cross-cultural differences in motivational processes (see Zusho & Clayton, 2011), which largely operationalizes culture in terms of nation of origin.”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, unknown): “…motivation, identity, and motivation, in context (Artelt, 2005; Chen, Warden, & Chang, 2005; DeCuir-Gunby & Schutz, 2014; Gaertner, Sedikides, Cai, & Brown, 2010; Henrich, Heine, & Norenzayan, 2010; Hui & Triandis, 1985; Oyserman et al., 2012; Pintrich & Schunk, 2002; Zusho & Clayton, 2011).”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, methodology): “We also acknowledge that we are adopting a universalist approach to the study of culture, which Zusho and Clayton (2011) argued is the most appropriate way of looking at culture from a motivational science perspective.”