Culture, motivation, and learning : a multicultural perspective /
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| Imprint: | Charlotte, NC : IAP, c2007. |
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| Description: | xiii, 398 p. : ill. ; 24 cm. |
| Language: | English |
| Series: | Research in multicultural education and international perspective |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/6684503 |
Table of Contents:
- Culture, motivation, and learning: a multicultural perspective / Farideh Salili, Rumjahn Hoosain
- Culturalizing educational psychology / Frank Pajares
- Cultural interpretations of achievement motivation: a situated perspective / Revathy Kumar, Martin L. Maehr
- Expectancy and value as predictors of Chinese students' achievement goals / Irene T. Ho, Kit-Tai Hau, Farideh Salili
- Culture and motivation to learn: exploring the generalizability of achievement goal theory / Akane Zusho, Hyacinth Njoku
- Understanding the effect of culture on the pursuit of multiple goals, perception of learning conditions and the quality of cooperative learning / Monique Boekaerts, Daphine Hijzen
- Is mastery orientation always beneficial for learning? / Anastasia Efklides, Fontini Dina
- Personal investment, culture, and learning: insights into the most salient influences on school achievement across cultural groups / Dennis M. McInerney
- Learning through collaboration: is there a multicultural perspective? / Alison F. Garton
- The nature of competition in schools: an English Hungarian, and Slovenian comparison / Márta Fülöp ... [et. al]
- Understanding achievement motivation within the context of racial stratification: racial identity and academic adjustment among African Americans / Deborah Rivas, Tabbye Chavous
- Achievement motivation among African American college students at predominantly white institutions: risk and protective processes related to group identity and contextual experiences / Tabbye Chavous ... [et. al]
- High school students' engagement in school: understanding the relationship to school context and student expectations / Cynthia Hudley, Annette M. Daoud.
