The cultural basis of achievement motivation
Abstract/Contents
- Abstract
- What motivates students to achieve is a question that educators, parents, and policy makers in every country seek to answer. A scientific understanding of this question can help us designing interventions that foster student achievement and unleash the potential of all members of a society, regardless of their economic, racial/ethnic, and cultural background. However, for decades, scientific research has approached this question from a single perspective—a perspective that derives from data accumulated largely from WEIRD (Western, Educated, Industrialized, Rich and Democratic) samples. Not until recently have researchers begun to understand the power of culture—that what moves people to action depends on the culture they identify with or live in. Research from multiple disciplines in individualistic Western societies across decades converges on the finding that students' independent "self"—personal preference, agency, and choice drive their actions and educational outcomes. By contrast, societies grounded in collectivism, which includes the majority of societies outside North America and Western Europe, are often animated by cultural models of agency that encourage the construal of one's self as interdependent with close others and as a part of a social whole. In this dissertation, I present evidence on how societies' differential levels of emphasis on cultural individualism shapes the relationship between students' passion and achievement, explains the prevailing gender gap in STEM (Science, Technology, Engineering, and Mathematics), and shed lights on training global and fair Artificial Intelligence (AI). Implications for appreciating diverse forms of achievement motivation across cultures and building meritocratic educational systems are discussed.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2021; ©2021 |
| Publication date | 2021; 2021 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Li, Xingyu |
|---|---|
| Degree supervisor | Cohen, Geoffrey |
| Degree supervisor | McCandliss, Bruce |
| Thesis advisor | Cohen, Geoffrey |
| Thesis advisor | McCandliss, Bruce |
| Thesis advisor | Kizilcec, Rene |
| Thesis advisor | Markus, Hazel Rose |
| Degree committee member | Kizilcec, Rene |
| Degree committee member | Markus, Hazel Rose |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Xingyu Li. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2021. |
| Location | https://purl.stanford.edu/xy969wr5914 |
Access conditions
- Copyright
- © 2021 by Xingyu Li
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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