The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school…

Students' motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the…

This research examined the multidimensionality of achievement goals and their hierarchical relations in a sample of 939 students from 6 high schools in New South Wales, Australia. The first year of the study these students completed a survey instrument on school motivation, the Inventory of School Motivation. There will be follow-up for 3 years.…

Discusses a study in which the similarities and differences between Aboriginal Australian, Anglo Australian, and immigrant Australian students' learning-goal orientations were measured. Previous research posits that children embrace different learning goals according to their culture. In contrast, findings indicate that the profiles of all…

This study examines the multidimensional and hierarchical structure of achievement goal orientation measured by the Inventory of School Motivation. The instrument consists of eight different scales with 43 survey items (ranging from three to seven items each). Each scale reflects one of eight specific dimensions: task, effort, competition, social…

This paper draws on the stereotype threat hypothesis and social identity theory to examine the influence of positive and negative ability beliefs on Navajo students' achievement goals. Data were collected on 829 Navajo students in two reservation high schools. The results support the notion that Navajo students hold both positive and negative…

This paper describes research into the nature of the achievement goals and values held by students from Window Rock High School on the Navajo Reservation (Arizona). It examines the compatibility of these student-held goals and values with goals and values promoted by classrooms and schools, and the impact individual, family, peer, class, and…

This paper outlines the development of a quantitative instrument designed to measure students' multiple achievement goals and key aspects of their cognitive engagement in Australian educational settings. The paper demonstrates the use of congeneric measurement models in assessing and improving the validity of the scales comprising the Goal…

An individual's school motivation and achievement are products of a complex set of interacting motivational goals, sense of self, and self-concept variables. Motivational goals may be differentially salient to individuals from different cultural backgrounds; and sense of self, including academic self-concept, may vary across cultural groups. This…

One reason proposed for the persistent school underachievement of Navajo students is that school culture is based largely on individualism, interpersonal competition, and other Western norms and values that may be an anathema to Native Americans. Hence, school culture may predispose them to failure. Drawing on Western concepts of achievement…

This paper reports on a series of studies that examine the multidimensional nature of achievement motivation across a number of cultural groups, the determinants of this achievement motivation, and the relationship of achievement motivation to criteria of school success, such as attendance, retention, achievement, further education, and…

This paper presents an overview of 15 years of international study designed to determine the nature of motivational beliefs, values and goals held by students from different cultural groups, the comparability of these beliefs, values, and goals with those promoted by classrooms and schools, and the impact individual, cultural/social, peer, family,…