Learning motivations and effort beliefs in Confucian cultural context: A dual-mode theoretical framework of achievement goal

Frontiers in Psychology

Psychology

Shun-Wen Chen¹ 

[1] null;

关键词: academic achievements;    beliefs about effort;    learning virtues;    personal goals;    role obligation;    vertical goals;   

DOI  :  10.3389/fpsyg.2023.1058456

 received in 2022-09-30, accepted in 2023-01-16,  发布年份 2023

来源: Frontiers

【 摘 要 】

For decades, results of international academic assessments have shown that students in the Confucian cultural circle performed outstandingly well. However, many studies also showed that East Asian students often experienced high pressure and had low interest in academic learning. The “high achievement but low interest” phenomenon has aroused great interest in psychologists and educators. From the emic perspective of cultural psychology, this theoretical article aims to propose (1) a dual-mode framework of achievement goals to conceptualize the motivation for academic learning and (2) two kinds of effort beliefs (obligation-oriented and improvement-oriented belief about effort) students may develop when pursuing academic achievement in societies influenced by Confucian heritage culture. Moreover, a series of empirical studies based on the framework are presented in this article to show that (1) Chinese students’ academic striving is motivated not only by their interest but also by role obligation or virtue of effort, (2) students’ effort beliefs could predict their learning emotion and behavioral tendency, and (3) students’ effort beliefs could be influenced by their parents’ and teachers’ effort beliefs. The theoretical and practical implications of the framework are discussed.

【 授权许可】

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