The Role of Sociocultural Factors in Student Achievement Motivation: A Cross-Cultural Review
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SYSTEMATIC REVIEW
The Role of Sociocultural Factors in Student Achievement Motivation: A Cross‑Cultural Review Ming‑Te Wang1 · Jiesi Guo2 · Jessica L. Degol3 Received: 18 April 2019 / Accepted: 12 June 2019 © Springer Nature Switzerland AG 2019
Abstract Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood. While achievement motivation has been widely studied across Western populations, recent work has emphasized the importance of examining the universality versus cultural specificity of motivation constructs across countries or diverse cultures. This article is a systematic review of the current discourse surrounding developmental and gender differences in student motivation in the disciplines of mathematics and English, offering comparisons of how these patterns are deployed within Western and East Asian countries. Guided by expectancy–value theory, this review focuses on ability self-concept and task values as two prominent motivational constructs. The authors first examine age and gender differences in the development of ability self-concept and task values among those from Western and East Asian countries from primary school to secondary school. Next, the sociocultural and contextual factors driving developmental and gender differences in motivation are discussed. The article concludes by summarizing the limitations of existing literature and suggesting new lines of inquiry to advance knowledge in cross-cultural studies on student achievement motivation. Keywords Achievement motivation · Cultural differences · Expectancy–value theory · Developmental and gender differences · Systematic review
Introduction Choosing career or educational paths—an important milestone of adolescence—is dependent upon one’s ability to build skills and competence in a particular domain of interest. Although competence and expertise are necessary for mastering any subject, success is more likely when individuals demonstrate high motivation during their pursuit of that field (Wigfield and Eccles 2002). This motivation is enhanced when individuals have high expectations of success, interest, and value associated with a particular field (Wang and Degol 2016a). Furthermore, this student Ming-Te Wang and Jiesi Guo made equal intellectual contribution to the manuscript so both share the first authorship. * Ming‑Te Wang [email protected] 1
University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15213, USA
2
Australian Catholic University, North Sydney, Australia
3
Penn State Altoona, Altoona, PA, USA
motivation has been demonstrated to be malleable and responsive to changes in sociocultural factors (Rosenzweig and Wigfield 2017; Yeager and Walton 2011). Despite the importance of considering sociocultural contexts in motivation research, the current body of achievement motivation literature focuses on Western countries with relatively limited understanding of changing patterns of student motivation between Western and Eastern co
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