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2. The Culture and Context of Learning

Author

Salili, Farideh, Chiu, Chi-yue, Hong, Ying-yi, Saklofske, Donald H., editor, Zeidner, Moshe, editor, Schwean, Vicki L., editor, Salili, Farideh, editor, Chiu, Chi Yue, editor, and Hong, Ying Yi, editor

Published
2001
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6. The Influence of Culture and Context on Students’ Motivational Orientation and Performance

Author

Chi-Yue Chiu, Farideh Salili, and Simon Lai

Subjects
Empirical research, Goal orientation, Orientation (mental), medicine, Cultural values, Achievement test, Context (language use), Student learning, medicine.disease, Psychology, Social psychology, Test anxiety
Abstract

The influence of culture and context on student learning and motivation has long been documented by empirical research. In recent years, however, the topic has received special attention by education researchers. This is partly because of the much publicized superior achievement of Asian students compared to their Western counterparts in standardized achievement tests. Among many reasons, proposed differences in cultural values (Stevenson et al., 1990), beliefs (Hess, Chang, & McDevitt, 1987; Holloway & Hess, 1990), and practices (Hess & Azuma, 1991; Salili, 1995; Stevenson & Stigler, 1992) have been the foci of many studies. These cultural values and practices are assumed to influence student motivation and subsequent achievement.

Published
2001

7. The Culture and Context of Learning

Author

Farideh Salili, Ying-yi Hong, and Chi-Yue Chiu

Subjects
Goal orientation, Situated learning, media_common.quotation_subject, Personality, Cognition, Context (language use), Situational ethics, Psychology, Experiential learning, Focus (linguistics), Cognitive psychology, media_common
Abstract

In the past two decades, the focus of motivation and learning research has shifted from individual differences in personality to the cognitive, situational and contextual determinants of achievement. Situated learning research (Resnick, 1987; Rogoff, 1990) and cross-cultural studies (see for example, Salili, 1994, Salili, 1995; Stevenson et al., 1990) have revealed the dynamic interaction of individuals and their context in the development of motivation, cognition and learning (Volet, in press).

Published
2001

8. Implicit Theories of Intelligence

Author

Chi-Yue Chiu, Ying-yi Hong, and Carol S. Dweck

Subjects
Human intelligence, Intellectual ability, Need for achievement, Implicit theories of intelligence, Psychology, Implicit personality theory, Cognitive psychology
Abstract

Self-confidence and its related constructs are among the most widely researched variables in the literature on achievement. However, findings on the link between self-confidence and achievement are not consistent. While some researchers have found significant correlations between self-confidence about one’s intellectual ability and achievement outcomes (e.g., Brookover & Passalacqua, 1981; J. G. Jones & Grieneeks, 1970; Marsh, 1984; Shavelson & Bolus, 1982; Shell, Murphy, & Bruning, 1989; for a review, see Hattie, 1992), others find only weak associations between the two variables (for a meta-analysis, see Hansford & Hattie, 1982).

Published
1995

15. Teaching Across Cultures

Author

Biggs, John B., Saklofske, Donald H., editor, Zeidner, Moshe, editor, Schwean, Vicki L., editor, Salili, Farideh, editor, Chiu, Chi Yue, editor, and Hong, Ying Yi, editor

Published
2001
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