Ethnic differences in teacher-oriented achievement motivation: A study among early adolescent students in the netherlands

Journal of Genetic Psychology

Volumn 172, Issue 2, 2011, Pages 121-140

  Thijs, Jochem ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

Author keywords

culture; ethnicity; power distance; students; teacher oriented motivation

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; BEHAVIOR; CHILD; COMPARATIVE STUDY; CONTROL; COOPERATION; CULTURAL FACTOR; DEPENDENT PERSONALITY DISORDER; ETHNIC GROUP; ETHNOLOGY; FEMALE; HUMAN; MALE; MOROCCO; MOTIVATION; NETHERLANDS; PSYCHOLOGICAL ASPECT; SOCIAL DISTANCE; SOCIAL PSYCHOLOGY; TEACHING; TURKEY (REPUBLIC);

ACHIEVEMENT; ADOLESCENT; CHILD; COOPERATIVE BEHAVIOR; CROSS-CULTURAL COMPARISON; DEPENDENCY (PSYCHOLOGY); ETHNIC GROUPS; FEMALE; HUMANS; INTERNAL-EXTERNAL CONTROL; MALE; MOROCCO; MOTIVATION; NETHERLANDS; POWER (PSYCHOLOGY); SOCIAL DISTANCE; SOCIAL VALUES; TEACHING; TURKEY;

EID: 79957800688     PISSN: 00221325     EISSN: 19400896     Source Type: Journal    
DOI: 10.1080/00221325.2010.520361     Document Type: Article

References (50)

1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-270.
2. Arbuckle, J. (1997). Amos 4.0 user's guide. Chicago, IL: Small Waters Corp.
3. Brody, G. H., Murry, V., Kim, S., & Brown, A. C. (2002). Longitudinal pathways to competence and psychological adjustment among African-American children living in rural single-parent households. Child Development, 73, 1505-1516. (Pubitemid 41692401)
4. Cheung, G. W., & Rensvold, R. B. (1998). Cross-cultural comparisons using non-invariant measurement items. Applied Behavioral Science Review, 6, 83-110
5. Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32, 618-635.
6. Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internaliza-tion of cultural orientations and well-being. Journal of Personality and Social Psychology, 84, 97-110. (Pubitemid 37177427)
7. Chirkov, V., Ryan, R. M., & Wilness, C. (2005). Cultural context and psychological needs in Canada and Brazil: Testing a self-determination approach to the internalization of cultural practices, identity, and well-being. Journal of Cross-Cultural Psychology, 36, 423-443. (Pubitemid 40977508)
8. Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157-176.
9. Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 24, 207-234. (Pubitemid 37470176)
10. Dekking, Y. M. (1977). Voorlopige handleiding bij de sociale angst-schaal voor kinderen: S.A.S.-K [Provisional manual for the social anxiety scale for children: S.A.S.-K]. Lisse, The Netherlands: Swets & Zeitlinger.
11. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
12. Eldering, L. (1995). Child-rearing in bicultural settings: A culture-ecological approach. Psychology and Developing Societies: A Journal, 7, 133-153.
13. Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
14. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631-645.
15. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300-312.
16. Harter, S. (1985). Manual for the self-perception profile for adolescents. Denver, CO: University of Denver.
17. Harter, S. (1999). The construction of the self: A developmental perspective. New York, NY: The Guilford Press.
18. Hofstede, G. (1991). Cultures and organizations: Software of the Mind. London, England: McGraw-Hill.
19. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indixes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
20. Huiberts, A. M., Vollebergh, W. A. M., & Meeus, W. (1999). Individualisme en collec-tivisme bij Nederlandse, Turkse en Marokkaanse jongeren [Individualism and collectivism among Dutch, Turkish and Moroccan youth]. Tijdschrift voor Orthopedagogiek, 38, 342-356.
21. Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661.
22. Junger, M. (1990). Delinquency and ethnicity; An investigation on social factors relating to delinquency among Moroccan, Turkish, Surinamese, and Dutch boys. Deventer, The Netherlands: Kluwer.
23. Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth, Social Science Quarterly, 76, 1-19.
24. Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom. Journal of Educational Psychology, 97, 184-196.
25. Leseman, P. P. M., Sijsling, F. F., Jap-A-Joe, S. R., & Sahin, S. (1995). Gezinsdeterminanten van de cognitieve ontwikkeling van Nederlandse, Surinaamse en Turkse kleuters van 4-5 jaar [Home influences on 4-5 year old Dutch, Surinamese-Dutch, and Turkish-Dutch children's cognitive development]. Pedagogische Studiën, 72, 186-205.
26. Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children's academic help-seeking and concealment. Journal of Educational Psychology, 99, 65-82.
27. OrobiodeCastro, B., Merk, W., Koops, W., Veerman,J.W.,&Bosch,J.D. (2005). Emotions in social information processing and their relations with reactive and proactive aggression in referred aggressive boys. Journal of Clinical Child and Adolescent Psychology, 34, 105-116. (Pubitemid 40272939)
28. Pels, T. V. M. (1991). Marokkaanse kleuters en hun culturele kapitaal: Opvoeden en leren in het gezin en op school [Moroccan-Dutch children and their cultural capital: Child-rearing and education at home and at school]. Amsterdam, The Netherlands: Swets & Zeitlinger.
29. Pels, T. V. M. (2003). Educational strategies of Moroccan mothers in the Netherlands. European Early Childhood Education Journal, 2, 63-76. (Pubitemid 38104918)
30. Pels, T. V. M., Nijsten, C., Oosterwegel, A., & Vollebergh, W. (2006). Myths and realities of child rearing: Minority families and indigenous Dutch families compared. In M. Dekovic, T. Pels, & S. Model (Eds.), Child rearing in six ethnic families. The multicultural Dutch experience (pp. 213-244). Lewiston, NY: The Edwin Mellen Press.
31. Phalet, K., & Claes, W. (1993). A comparative study of Turkish and Belgian youth. Journal of Cross-Cultural Psychology, 24, 319-343.
32. Phalet, K., & Lens, W. (1995). Achievement motivation and group loyalty among Turkish and Belgian youngsters. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 9, pp. 31-72). Greenwich, CT: JAI Press.
33. Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology (Vol. 7, pp. 199-234). Hoboken, NJ: Wiley.
34. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. (Pubitemid 37514207)
35. Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. (Pubitemid 128467783)
36. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
37. Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents' and teachers' autonomy support. Journal of Youth and Adolescence, 34, 589-604. (Pubitemid 43023030)
38. Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433. (Pubitemid 41560662)
39. Tolsma, J., Coenders, M., & Lubbers, M. (2007). Trends in educational equalities in the Netherlands: A cohort design. European Sociological Review, 23, 325-339.
40. Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Educational Research, 100, 81-101. (Pubitemid 44843773)
41. Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349 (Pubitemid 44340707)
42. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.
43. Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176. (Pubitemid 127686778)
44. Verkuyten, M. (1992). Zelfbeleving van jeugdige allochtonen: Een socio-psychologische be-nadering [Self-perception among autochtonous youth: A socio-psychological approach]. Lisse, The Netherlands: Swets & Zeitlinger.
45. Verkuyten, M. (2001). Global self-esteem, ethnic self-esteem and family integrity: Turkish and Dutch early adolescents in the Netherlands. International Journal of Behavioral Development, 25, 357-366. (Pubitemid 32655180)
46. Verkuyten, M., & Thijs, J. (2001). Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context. Infant and Child Development, 10, 203-217. (Pubitemid 33676362)
47. Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203-228.
48. Verkuyten, M., Thijs, J., & Canatan, K. (2001). Achievement motivation and academic performance among Turkish early and young adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127, 378-408. (Pubitemid 33642085)
49. Wissink, I. B., Dekovic, M., & Meier, A. M. (2006). Parenting behavior, quality of the parent-adolescent relationship, and adolescent functioning in four ethnic groups. Journal of Early Adolescence, 26, 133-159. (Pubitemid 43643180)
50. Yee, M. D., & Brown, R. (1992). Self-evaluations and intergroup attitudes in children aged three to nine. Child Development, 63, 619-629.