Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory

By Ronnel B. King, D. McInerney. 2014

226 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c57f64e2e4877e7d35b7fa0d2cb5acceef64d965

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement (2019, background): “The effect of motivation on achievement is also subject to cultural variations (King and McInerney 2014, 2016a).”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “…are informed by culturally sensitive approaches to research on Black Americans (Tillman, 2002), cross-cultural research in motivation (R. B. King & McInerney, 2014), research on race reimaged approaches to educational psychology (DeCuir-Gunby & Schutz, 2014), and recognition that the…”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…that scholars are becoming increasingly attentive to how culture and ethnicity impact motivational processes, but there remains less focus on issues related to race such as oppression and prejudice (DeCuir-Gunby & Schutz, 2014; R. King & McInerney, 2014; Kumar & Maehr, 2010; 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).”
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, methodology): “We conducted these groups in order to achieve the best emic representations of the motivational constructs in question (King & McInerney, 2014) and achieve wordings that were most likely to be comprehensible to the larger population of students.”
Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies (2018, background): “However, studies in collectivist cultures have shown that individuals do not see controlled and autonomous forms of motivation as distinct but as highly related (King & McInerney, 2014).”