Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines

Social Psychology of Education

Volumn 13, Issue 3, 2010, Pages 385-407

  Bernardo, Allan B I ^a   Ismail, Rosnah ^b  

^a DE LA SALLE UNIVERSITY   (Philippines)

^b UNIVERSITI MALAYSIA SABAH   (Malaysia)

Author keywords

Achievement goals; Achievement motivation; Goal theory; Malaysia; Philippines; Social perception

Indexed keywords

EID: 77956278651     PISSN: 13812890     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11218-010-9118-y     Document Type: Article

References (61)

1. Ames C. (1992) Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84: 261-271.
2. Anderman L. H., Anderman E. M. (1999) Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology 25: 21-37.
3. Anderman E. M., Midgley C. (1997) Changes in achievement goal orientations, perceive academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology 22: 269-298.
4. Asian Development Bank: (2001) Education and national development in Asia: Trends, issues, policies, and strategies. Asian Development Bank, Manila, Philippines.
5. Barron K. E., Harackiewicz J. M. (2001) Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 80: 706-722.
6. Bernardo A. B. I. (2003) Do Filipino youth really value education? Exploring Filipino adolescents' beliefs about the abstract and pragmatic value of education and its relationship to achievement goals and learning strategies. Philippine Journal of Psychology 36(2): 49-67.
7. Bernardo A. B. I. (2004) Culturally-rooted beliefs and learning: Exploring the relationships among social axioms, achievement goals, and learning strategies of Filipino college students. Philippine Journal of Psychology 37(2): 79-100.
8. Bernardo A. B. I. (2005) Exploring new areas for helping low-achieving students in the Philippines: Beliefs, goals, and strategies. In: Thomas A. D., Dayan N., Bernardo A. B. I., Roth R. (eds) Helping others grow. Shaker Verlag, Aachen, Germany, pp 133-142.
9. Bernardo A. B. I. (2008) Individual and social dimensions of Filipino students' achievement goals. International Journal of Psychology 43: 886-891.
10. Bernardo A. B. I., Salanga M. G. C., Aguas K. M. C. (2008) Filipino adolescent students' conceptions of learning goals. In: Tan O. S., McInerney D. M., Liem A. D., Tan A.-G. (eds) What the West can learn from the East: Asian perspectives on the psychology of learning and motivation. Information Age Publishing, Greenwich, CT, pp 169-190.
11. Braten I., Stromso H. I. (2004) Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology 29: 371-388.
12. Chan K. W., Lai P. Y. (2007) Revisiting the trichotomous achievement goal framework for Hong Kong secondary students: A structural model analysis. The Asia-Pacific Education Researcher 16: 11-22.
13. Chan K. W., Lai P. Y., Leung M. T., Moore P. J. (2005) Students' goal orientations, study strategies and achievement: A closer look in Hong Kong Chinese cultural context. The Asia-Pacific Education Researcher 14: 1-26.
14. Cheung G. W., Rensvold R. B. (1999) Testing factorial invariance across groups: A reconceptualization and proposed new method. Journal of Management 25: 1-27.
15. Dowson M., McInerney D. M. (2003) What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology 28: 91-113.
16. Eaton M. J., Dembo M. H. (1997) Difference in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology 89: 433-440.
17. Elliot A. J. (1999) Approach and avoidance motivation and achievement goals. Educational Psychologist 34: 169-189.
18. Elliot A. J., Chirkov V. I., Kim Y., Sheldon K. M. (2004) A cross-cultural analysis of avoidance (relative to approach) personal goals. Psychological Science 12: 505-510.
19. Elliot A. J., Church M. A. (1997) A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72: 218-232.
20. Elliot E. S., Dweck C. S. (1988) Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 54: 5-12.
21. Elliot A. J., Harackiewicz J. M. (1994) Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 66: 968-980.
22. Elliot A. J., McGregor H. A. (2001) A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 30: 957-971.
23. Greene B. A., Miller R. B., Crowson H. M., Duke B. L., Akey K. L. (2004) Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology 29: 462-482.
24. Harackiewicz J. M., Barron K. E., Carter S. M., Lehto A. L., Elliot A. J. (1997) Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology 73: 1284-1295.
25. Harackiewicz J. M., Barron K. E., Elliot A. J. (1998) Rethinking achievement goals: When are they adaptive for college students and why?. Educational Psychologist 33: 1-21.
26. Harackiewicz J. M., Barron K. E., Pintrich P. R., Elliot A. J., Thrash T. M. (2002) Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 94: 638-645.
27. Hau K. T., Ho I. T. (2008) Editorial: Insights from research on Asian students' achievement motivation. International Journal of Psychology 43: 865-869.
28. Ho D. Y. F., Chau A. W. L. (2009) Interpersonal perceptions and metaperceptions of relationship closeness, satisfaction and popularity: A relational and directional analysis. Asian Journal of Social Psychology 12: 173-184.
29. Ho I. T., Hau K. T. (2008) Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology 43: 892-897.
30. Ismail, R. (2006). The interplay of students' goal orientations, self-beliefs, and attitudinal factors in academic help-seeking behaviors. Paper presented at the Academic Achievement of Malay Students in Higher Learning Colloquium, 7-10 November 2006, Kuala Lumpur, Malaysia.
31. Lau S., Liem A. D., Nie Y. (2008) Task- and self-oriented pathways to the use of deep learning: A mediational role of achievement goals, classroom attentiveness, and group collaboration. British Journal of Educational Psychology 78: 639-662.
32. Lee M. N. N. (2004) Restructuring higher education in Malaysia. Universiti Sains Malaysia, Penang, Malaysia.
33. Liem A. D., Lau S., Nie Y. (2008a) The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship and English achievement outcome. Contemporary Educational Psychology 33: 486-512.
34. Liem A. D., Nair E., Bernardo A. B. I., Prasetya P. H. (2008b) The influence of culture on students' classroom social interactions. Implications for best teaching and learning practice in multicultural and international education. In: McInerney D. M., Liem A. D. (eds) Teaching and learning: International best practice. Information Age Publishing, Greenwich, CT, pp 377-404.
35. Liem A. D., Nie Y. (2008) Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students. International Journal of Psychology 43: 898-903.
36. Maehr M. L., Midgley C. (1991) Enhancing student motivation: A school-wide approach. Educational Psychologist 26: 399-427.
37. Matsumoto D. (2006) Are cultural differences in emotion regulation mediated by personality traits?. Journal of Cross-Cultural Psychology 37: 421-437.
38. Matsumoto D., Yoo S. H. (2006) Toward a new generation of cross-cultural research. Perspectives on Psychological Science 1: 234-250.
39. McGregor H. A., Elliot A. J. (2002) Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology 94: 381-395.
40. Meece J. L., Blumenfeld P. C., Hoyle R. H. (1988) Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology 80: 514-523.
41. Middleton M. J., Midgley C. (1997) Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 89: 710-718.
42. Ng C. H. (2000) A path analysis of self-schemas, goal orientations, learning approaches, and performance. Journal of Psychology for Chinese Societies 1(2): 93-121.
43. Ng C. H., Renshaw P. D. (2002) Self-schema, motivation and learning: A cross-cultural comparison. In: McInerney D., van Etten S. (eds) Sociocultural influences on motivation and learning. Information Age Publications, Greenwich, CT, pp 55-87.
44. Nicholls J. G. (1984) Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review 91: 328-346.
45. Nicholls J. G., Patashnick M., Nolen S. B. (1985) Adolescents' theories of education. Journal of Educational Psychology 77: 683-692.
46. Pintrich P. R. (2000) The role of goal orientation in self-regulated learning. In: Boekaerts M., Pintrich P. R., Zeidner M. (eds) The handbook of self-regulation. Academic Press, San Diego, CA, pp 451-502.
47. Pintrich P. R., Schunk D. H. (1996) Motivation in education: Theory, research, and applications. Prentice Hall, Englewood Cliffs, NJ.
48. Pualengco R. P., Chiu C. Y., Kim Y. H. (2009) Cultural variations in pre-emptive effort downplaying. Asian Journal of Social Psychology 12: 12-19.
49. Salili F., Chiu C. Y., 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: The culture and context of learning. Kluwer, Dordrecht, Netherlands, pp 221-247.
50. Schug J., Yuki M., Horikawa K., Takemura K. (2009) Similarity attraction and actually selecting similar others: How cross-societal differences in relational mobility affect interpersonal similarity in Japan and the USA. Asian Journal of Social Psychology 12: 95-103.
51. Science Education Institute: (2001) A survey on teacher education institutions offering bachelor of science education programs. Department of Science and Technology, Taguig, Philippines.
52. Simons J., DeWitte A., Lens Q. (2000) Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology 91: 335-351.
53. Tao V., Hong Y. Y. (2000) A meaning systems approach to Chinese students' achievement goals. Journal of Psychology in Chinese Societies 1(2): 13-38.
54. Tayag, J. C., & Calimlim, C. V. (2004). HEI and program map of the Philippines. In Towards rationalizing Philippine higher education (pp. 123-141). Pasig City, Philippines: Commission on Higher Education.
55. Thorkildsen T. A., Nicholls J. G. (1998) Fifth graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology 90: 179-201.
56. Urdan T. C. (1997) Examing the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school. Contemporary Educational Psychology 22: 165-191.
57. Urdan T. C., Maehr M. L. (1995) Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research 65: 213-243.
58. Whang P. A., Hancock G. R. (1994) Motivation and mathematics achievement: Comparisons between Asian American and non-Asian students. Contemporary Educational Psychology 19: 302-322.
59. Xiang P., Lee A. M., Solmon M. A. (1997) Achievement goals and their correlates among American and Chinese students in physical education. Journal of Cross-Cultural Psychology 28: 645-660.
60. Yu A. B., Yang K. S. (1994) The nature of achievement motivation in collectivist societies. In: Kim U., Triandis H. C., Kagitcibasi C., Choi S. C., Yoon G. (eds) Individualism and collectivism: Theory, method, and applications. Sage, Thousand Oaks, CA, pp 239-250.
61. Zusho A., Pintrich P. R. (2003) A process-oriented approach to culture. Theoretical and methodological issues in the study of culture and motivation. In: Salili F., Hoosain R. (eds) Teaching, learning, and motivation in multicultural context. Information Age Publishing, Greenwich, CT, pp 33-65.