The Influence of Culture and Context on Students’ Motivational Orientation and Performance

Abstract

(from the chapter) Aimed at exploring the role of culture and context in students' motivational orientation and academic performance, as well as the relationship between these variables within each culture. Ss were 571 grade 12 or 13 students. There were 3 groups of Ss: Chinese students in Hong Kong, Canadian students of European origin, and Chinese Canadian students. The present research addressed 2 questions: (1) what role do culture and context of learning play in students' goal orientations, self-efficacy, test anxiety, effort and actual achievement? and (2) does the Western model of achievement apply in Chinese culture and in the context of learning in Hong Kong? Results showed that compared to Canadian Ss, Hong Kong Ss spend much more time on studying, but receive lower examination marks than their Canadian counterparts. On most measures, Chinese Canadian Ss' scores were between those of Hong Kong Chinese and European Canadian Ss. Chinese Canadian and European Canadian Ss share the same learning context in schools, but they are from different cultural backgrounds. The context of leaning appeared to have a moderating effect on cultural influences. Results clearly showed that culture and context of learning have an influence on students' motivational orientation and achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (chapter)