Indigenous psychological analysis of academic achievement in Korea: The influence of self‐efficacy, parents, and culture

By U. Kim, Young-Shin Park. 2006

130 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9013de745ca1a7c5042e4b5042c93bd003061f2d

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In Education

In Experimental and Cognitive Psychology

In Sociology and Political Science

Citations in the corpus

Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, background): “Also, a very strong emphasis on achievement exists (Kim & Park, 2006), and Korean classrooms generally reflect a Confucian value that student engagement (e.g., hard work, discipline, and long hours of study) is a reliable path to school achievement.”
The relationship between academic self-concept and achievement: A multicohort–multioccasion study (2013, background): “Research studies have provided support for the reciprocal-effects model (Marsh & Yeung, 1997; Marsh et al., 1999). The causal relationship of academic self-concept and achievement differs with age. According to Marsh (1990b), the academic selfconcepts of young children are not highly associated with”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, background): “As to the nation of Korea, student autonomy is not as valued in the Korean culture as it is in the West (Kim & Park, 2006).”
Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? (2009, background): “As to the two expectation-based measures, Korean culture in general and Korean parents in particular place a great deal of emphasis on their children’s high achievement in school (Kim & Park, 2006).”
Gender differences in academic self-efficacy: a meta-analysis (2013, methodology): “The effect of this meta-analysis is smaller than that in self-esteem identified by Kling et al. (1999) and Major et al.”
Academic expectation, self-compassion, psychological capital, social support and student wellbeing (2020, unknown): “Evidence shows that while these expectations are mainly imposed by parents (Deb, Strod, & Sun, 2015; Goudreau, 2013; Kim & Park, 2006; Ngai & Cheung, 2000; Sarma, 2014; Stevenson & Lee, 1990; Sun, Dunne, Hou, & Xu, 2011), they can be self-imposed by students (Alongi & Brennan, 2015; Hamaideh, 2009;…”