Abstract
Achievement in one form or another has been a subject of continuing interest on the part of parents, leaders in business and industry, government officials and of course, social scientists. Some may focus especially on societal achievement: gross national product (GNP), industrial efficiency, or per capita income. Others are more concerned with the number of Nobel prizes won or perhaps the quality of orchestras, the status of the arts, employment rates, and literacy. Whatever the specific focus, in the final analysis, a society’s schools take the blame when productivity objectives are not met, science is second rate, and high art and music have to be imported. Whether or not schools deserve all the blame they receive, it is hard to deny that they are a major factor in societal achievement.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ainsworth-Darnell, J. W., & Downey, D. B. (1998). Assessing the oppositional culture explanation for racial/ethnic differences in school performance. American Sociological Review, 63, 536–553.
Alschuler, A. S., Tabor, D., & Mclntyre, J. (1970). Teaching achievement motivation. Middleton, CT: Education Ventures.
Ames, C. (1984a). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478–487.
Ames, C. (1984b). Competitive, cooperative, and individualistic goal structures: A motivational analysis. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 177–207). New York: Academic Press.
Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535–556.
Ames, R., & Ames, C. (1993). Creating a mastery-oriented school-wide culture: A team leadership perspective. In M. Sashkin & H. J. Walberg (Eds.), Educational leadership and school culture (pp. 124–145). Berkeley, CA: McCutchan.
Ames, C., & Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409–414.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.
Anderman, E., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287–309.
Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811–831.
Arroyo, C. G., & Zigler, E. (1995). Racial identity, academic achievement, and the psychological well being of economically disadvantaged adolescents. Journal of Personality and Social Psychology, 69, 903–914.
Arunkumar, R. (1999). Two different world: Causes and consequences of experiencing a cultural dissonance between home and school. Unpublished Ph.D. Dissertation, University of Michigan, Ann Arbor.
Arunkumar, R., & Bryant, A. (1998, April). The negative effects of ability/focused schools: Undermining students’ school belonging. Paper presented at the American Educational Research Association, San Diego, CA.
Arunkumar, R., & Maehr, M. L. (1999). School “psychological climate” and student self esteem. Manuscript submitted for publication, University of Michigan, Ann Arbor.
Bok, D. (1999). Expert report for Grutter et al. vs. Bollinger et al., No. 97–75928 (E. D. Mich.), http://www.umich.edu.
Bok, D., & Bowen, W. G. (1998). The shape of the river: Long-term consequences of considering race in college and university admissions. Princeton, N. J.: Princeton University Press.
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26–48.
Clay, M. M. (1991). Why is an inservice programme for reading recovery teachers necessary? Reading Horizons, 31, 355–372.
Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington D. C.: U.S. Government Printing Office.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge, MA: Cambridge University Press.
Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In C. Ames & R. Ames (Eds.), Research on motivation and education (Vol. 3, pp. 45–71). New York: Academic Press.
Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890–1990 (2nd ed.), — Research on Teaching Series. New York: Teachers College Press.
De Groot, E. A. M. V. (1997). The relations between perceptions of the school psychological environment and adaptive functioning among early adolescents: A longitudinal study. Unpublished Ph.D. Dissertation, University of Michigan, Ann Arbor.
Duda, J. (1980). Achievement motivation among Navajo students: A conceptual analysis with preliminary data. Ethos, 8, 316–337.
Duda, J. (1981). A cross-cultural analysis of achievement motivation in sport and the classroom. Unpublished Ph.D. Dissertation, University of Illinois, Urbana-Champaign.
Dweck, C. (1998, June). The cost and benefits of performance goals. Paper presented at the International Conference on the Application of Psychology to the Quality of Learning and Teaching, Hong Kong.
Eagly, A. H. (1987). Sex differences in social behavior: A social-role interpretation. Hillsdale, N. J.: Lawrence Erlbaum Associates, Inc.
Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany, N. Y.: State University of New York Press.
Fordham, S. (1988). Racelessness as a factor in Black students’ success. Harvard Educational Review, 58, 54–83.
Fullan, M. (1993). Change forces: Probing the depths of education reform. New York: Falmer Press.
Goto, S. T. (1995). Nerd, normal people, and homeboys: Asian American students and the language of school success. Washington D. C.: Office of Educational Research and Improvement.
Gurin, P. (1999). Expert report for Gratz et al., vs. Bollinger et al., No 97–75321 (E. D. Mich.) and Grutter et al. vs. Bollinger et al., No. 97–75928 (E. D. Mich.), http://www.umich.edu.
Harman, J., & Askounis, A. (1989). Asian American students: Are they really a “model minority”? The School Counselor, 37, 109–113.
Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinctions between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92–102.
Harrison, D. A., Price, K. H., & Bell, M. P. (1998). Beyond relational demography: Time and the effects of surface- and deep-level diversity on work group cohesion. Academy of Management Review, 41, 96–107.
Haydel, A. M., & Maehr, M. (1998, April). Goal orientation, gender, and salience of self. Paper presented at the American Educational Research Association, San Diego, CA.
Hermans, H. J. M., & Kempen, H. J. G. (1998). Moving cultures: The perilous problems of cultural dichotomies in a globalizing society. American Psychologist, 53, 1111–1120.
Hill, K. T. (1984). Debilitating motivation and testing: A major educational problem — possible solutions and policy applications. In R. E. Ames & C. Ames (Eds.), Research in motivation and education: Student motivation (Vol. 1, pp. 245–274). New York: Academic Press.
Hill, K. T., & Eaton, W. O. (1977). The interaction of test anxiety and success-failure experiences in determining children’s arithmetic performance. Developmental Psychology, 73, 205–211.
Hoy, W. K., & Miskel, C. G. (1996). Educational administration: theory, research, and practice (5th ed.). New York: McGraw-Hill.
Hunt, J. G. (1991). Leadership: A new synthesis. Newbury Park, CA: Sage.
Hurtado, S., Inkelas, K. K., Briggs, C., & Rhee, B.S. (1997). Differences in college access and choice among racial/ethnic groups. Research in Higher Education, 38, 43–75.
Jagacinski, C. M., & Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79, 107–114.
Kaplan, A., & Maehr, M. L. (1999). Achievement motivation: The emergence, contributions, and prospects of a goal orientation theory perspective. Unpublished paper, Leadership and Learning Laboratory, University of Michigan. Michigan, Ann Arbor.
Kolb, D. A. (1965). Achievement-motivation training for underachieving high school boys. Journal of Personality and Social Psychology, 2, 783–792.
Lee, V. E., & Bryk, A.S. (1988). A multi-level model of the social distribution of high school achievement. Sociology of Education, 62, 172–192.
Lee, V. E., & Smith, J. B. (1993). Effects of school restructuring on the achievement and engagement of middle-grade students. Sociology of Education, 66, 164–187.
Lepper, M. R., & Cordova, D. I. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16, 187–208.
Lewis, D. A., & Nakagawa, K. (1995). Race and educational reform in the American metropolis: A study of school decentralization. Albany: State University of New York Press.
MacLeod, J. (1995). Ain’t no making it: Aspirations and attainment in a low-income neighborhood. Boulder, CO: Westview Press.
Maehr, M. L. (1974). Culture and achievement motivation. American Psychologist, 29, 887–896.
Maehr, M. L., & Braskamp, L. (1986). The motivation factor: A theory of personal investment. Lexington, MA: D. C. Heath.
Maehr, M. L., & Fyans, L. J., Jr. (1989). School culture, motivation, and achievement. In M. L. Maehr & C. Ames (Eds.), Advances in motivation and achievement (Vol. 6, pp.215–247). Greenwich, CT: JAI Press.
Maehr, M. L., & Maehr, J. (1996). Schools aren’t what they used to be: They never were. Educational Researcher, 25, 21–24.
Maehr, M. L., & Meyer, H. (1997). Motivation and schooling: Where we’ve been, where we are, where we need to go. Educational Psychology Review, 9, 371–409.
Maehr, M. L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview and Harper Collins.
Maehr, M. L., & Midgley, C. (in press). Creating optimum learning environments for students of diverse sociocultural backgrounds. J. Block (Ed.), Comprehensive school improvement: A program perspective. Dubuque, IA: Kendall/Hunt Publishing Co.
Maehr, M. L., & Nicholls, J. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 3, pp. 221–267). New York: Academic Press.
Maehr, M. L., Shi, K., Kaplan, A., & Wang, P. (1999). Culture, motivation and achievement: Toward meeting the new challenge. Asia Pacific Journal of Education, 19, 15–29.
McClelland, D. C., & Winter, D. G. (1969). Motivating economic achievement: Accelerating economic development through psychological training. New York: Free Press.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century-Crofts.
Mclnerney, D. M. (1995). Goal theory and indigenous minority school motivation: Relevance and application. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Culture, motivation, and achievement (Vol. 9, pp. 153–181). Greenwich, CT: JAI Press.
Mclnerney, D. M., Roche, L. A., Mclnerney, V., & Marsh, H. W. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal, 34, 207–236.
McPartland, J., & Sprehe, J. T. (1973). Racial and regional inequalities in school resources relative to their educational outcomes. Social Science Research, 2, 321–332.
Meyer, H. A., Paris, S. G., & Maehr, M. L. (1998). Gender differences in motivational orientations among collegiate student athletes. Manuscript submitted for publication, University of Michigan, Ann Arbor.
Midgley, C., & Edelin, K. C. (1998). Middle school reform and early adolescent well being: The good news and bad. Educational Psychologist, 33, 195–206.
Midgley, C., & Maehr, M. L. (in press). Using motivation theory to guide school reform. In A. J. Reynolds, R. P. Weissberg & H. J. Walberg (Eds.), Positive outcomes in children and youth: Promotion and evaluation. (Vol. 3, pp. 129–159). University of Illinois at Chicago Series on Children and Youth. Thousand Oaks, CA: Sage Publications.
Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15, 90–113.
Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). “If I don’t do well tomorrow, there’s a reason”: Predictors of adolescents’ use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 423–434.
National Center for Education Statistics (NCES) (1998). Public school district in the United States: A statistical profile, 1987–88 to 1993–94 (Report NCES 98–203). Washington, D. C.: Department of Education.
Novak, M. (1996). The unmeltable ethnics: Politics and culture in American life. (Revised edition of The rise of the unmeltable ethnics, 1972 ed.). New Brunswick: U. S.
O’Connor, C. (1997). Dispositions toward (collective) struggle and educational resilience in the inner city: A case analysis of six African American high school students. American Educational Research Journal, 34, 593–629.
Ogbu, J. U. (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.
Oyserman, D., Gant, L., & Ager, J. (1995). A socially contextualized model of African American identity: Possible selves and school persistence. Journal of Personality and Social Psychology, 69, 1216–1232.
Peng, S., Owings, J., & Fetter, W. (1984). School experiences and performance of Asian American high school students. Washington D. C.: U.S. Department of Education.
Plass, J. A., & Hill, K. T. (1979). Optimizing children’s achievement test performance: The role of time pressure, evaluation anxiety, and sex. Paper presented at the Biannual meeting of the Society for Research in Child Development, San Francisco, CA.
Plata, M., & Robertson, H. (1998). Cultural sensitivity: A factor in the success for students of color. Journal of Instructional Psychology, 25, 115–121.
Rathunde, K., & Csikszentmihalyi, M. (1993). Undivided interest and the growth of talent: A longitudinal study of adolescents. Journal of Youth and Adolescence, 22, 1–21.
Roberts, G. C., Treasure, D. C., & Kavussanu, M. (1997). Motivation in physical activity contexts: An achievement goal perspective. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 413–447). Greenwich, CT: JAI Press.
Rogers, C. (1998). Motivational indicators in the United Kingdom and the People’s Republic of China. Unpublished manuscript, Lancaster University, Lancaster, U.K.
Romer, R. (1997). Today standards — tomorrow success. NASSP Bulletin, 81, 7–11.
Ross, S. M., Smith, L. J., Casey, J., & Slavin, R. E. (1995). Increasing the academic success of disadvantaged children: An examination of alternative early intervention programs. American Educational Research Journal, 32, 773–800.
Salili, F. (1995). Explaining Chinese student’s motivation and achievement: A sociocultural analysis. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: culture, motivation, and achievement (Vol. 9, pp. 73–118). Greenwich, CT: JAI Press.
Sansome, C., Weir, C., Harpster, L., & Morgan, C. (1992). Once a boring task, always a boring task? Interest as a self-regulating mechanism. Journal of Personality and Social Psychology, 63, 379–390.
Shi, K., Maehr, M. L., Zuo, Y., Wang, P., Liu, D., Linnenbrink, L., & Hruda, L. (1999). School stresses on task and ego goals: An exploration into the applicability of goal theory to schools in the Peoples Republic of China. Manuscript in preparation, University of Michigan, Ann Arbor.
Skaalvik, E. (1997). Issues in research on self-concept. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 51–97). Greenwich, CT: JAI Press.
Slavin, R. E., Madder, N. A., Dolan, L. J., & Wasik, B. A. (1996). Every child, every school: Success for all. Thousand Oaks, CA: Corwin Press, Inc.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613–619.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811.
Stevenson, H. (1983). Making the grade: School achievement in Japan, Taiwan, and the United States. Stanford, CA: Center for Advanced Study in the Behavioral Sciences.
Stringfield, S., Millsap, M. A., & Herman, R. (1997). Urban and suburban/rural special strategies for educating disadvantaged children: Findings and policy implications of a longitudinal study. Washington, D. C.: U. S. Dept. of Education.
Sue, D., Ino, S., & Sue, D. M. (1983). Nonassertiveness in Asian Americans: An accurate assumption? Journal of Counseling Psychology, 30, 581–588.
Sue, S., & Okazaki, S. (1990). Asian American educational achievements: A phenomenon in search of an explanation. American Psychologist, 45, 913–920.
Suzuki, B. H. (1989). Asian Americans as the “model minority:” Outdoing Whites? Or media hype? Change, November/December, 13–19.
Triandis, H. C. (1994). Culture and social behavior. New York: McGraw-Hill.
Tsang, S. L., & Wing, L. C. (1985). Beyond Angel Island: The education of Asian Americans. New York: ERIC/CUE.
Urdan, T. (1997). Achievement goal theory: Past results, future directions. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 99–141). Greenwich, CT: JAI Press.
Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101–122.
United States Commission on Civil Rights (1992). U.S. Commission on Civil Rights. Washington D. C.: U.S. Government Printing Office.
Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616–622.
Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.
Wong, L. M. (1994). Shifting identities and fixing hierarchies: Whiteness and the myth of the model minority. Philadelphia, PA: Ethnography in Education Research Forum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media New York
About this chapter
Cite this chapter
Maehr, M.L., Yamaguchi, R. (2001). Cultural Diversity, Student Motivation and Achievement. In: Salili, F., Chiu, C.Y., Hong, Y.Y. (eds) Student Motivation. Plenum Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1273-8_7
Download citation
DOI: https://doi.org/10.1007/978-1-4615-1273-8_7
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-5472-7
Online ISBN: 978-1-4615-1273-8
eBook Packages: Springer Book Archive