Self-construal refers to how individuals view themselves independently from others (Independent self-construal) or interdependently with others (Interdependent self-construal). Although the self-construal theory claimed a connection between self-construal and motivation, none of studies explored the relation between self-construal and reading…

Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive…

This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. It analyses test and questionnaire data from 146 students from an EMI business program at a Japanese university, and follow-up interviews with seven…

Preparation is an effective and necessary activity; however, most students do not prepare for future lessons. The present study addressed this problem and examined how learners' motives, beliefs, and perceptions affected their strategy use during preparation for future lessons. Participants were 219 Japanese junior high school students who…

A unique challenge for organizations is in leading diverse, dispersed teams whose members are motivated to work independently, but are willing to collaborate. The purpose of this study was to gain an understanding of how nuanced variations in motivational patterns influences the relationship between work satisfaction and virtual team…

This study investigated children's motivation for learning English as a foreign language (EFL) and intrinsic motivation for learning in general. The participants were 268 third-sixth graders in a public school in Japan. Data were collected using two questionnaires, one measuring motivation for learning EFL and the other investigating intrinsic…

Motivation is one of the most frequently discussed variables due to its crucial role in successful second or foreign language learning. Several studies have shown the construct of motivation and relationships between motivational components and language achievement. However, it is still unclear whether or not these individual-difference variables…

The purpose of the study was to comparatively investigate student- and school-level factors affecting mathematics achievement of Korean, Japanese and American students. For international comparisons, the PISA 2003 data were analysed by using the Hierarchical Linear Modeling method. The variables of competitive-learning preference, instrumental…

The primary goal of this study was to test a credibility-learning model in U.S., Chinese, German, and Japanese classrooms. Using structural equation modeling, an etic credibility-learning model was generated from the common significant paths of the hypothesized model across the four cultures. Teacher credibility showed only an indirect…

Although there is extensive research into what constitutes second language learning motivation and how it works, most of the existing work is carried out in ESL environments, and is mainly concerned with motivation to communicate using the target language. However, in EFL environments such as Japan, students have quite limited contact with target…

In the field of SLA, there have been various attempts to define second language learning motivation and to discover relationships between motivation and gender. Using two well-known motivational models: Expectancy-value theory, and Gardner's Socio-educational model, the present study sought to (1) first define foreign language learning motivation…

The High School Mathematics Test was administered to 9,582 high school students in Illinois and to 1,700 in Japan. The Japanese sample scored more than two standard deviations above the American sample. Factors associated with mathematics achievement included number of mathematics courses taken and student motivation. (GDC)

Coping skills and work motivation were investigated as predictors of academic achievement in Japan, West Germany, and Austin, Texas. Data were gathered from a sample of 3,600 ten and fourteen-year olds. Aptitude was measured by the Raven Progressive Matrices; achievement was measured by standardized tests in reading and mathematics, and by grade…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…