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.
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Salili, F., Chiu, Cy., Lai, S. (2001). The Influence of Culture and Context on Students’ Motivational Orientation and Performance. In: Salili, F., Chiu, C.Y., Hong, Y.Y. (eds) Student Motivation. Plenum Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1273-8_11
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