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Examining the role of social goals in school: A study in two collectivist cultures

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Abstract

Achievement goal theorists have mostly focused on the role of mastery and performance goals in the school setting with little attention being paid to social goals. The aim of this study was to explore the role of social goals in influencing educational outcomes in two collectivist cultures: Hong Kong and the Philippines. Results showed that social goals were able to predict additional variance in various adaptive educational outcomes even after controlling for the effects of mastery and performance goals. Implications for cross-cultural research are discussed.

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Notes

  1. Due to the small sample size for the Philippines, we consulted a statistical calculator to (http://www.danielsoper.com/statcalc3/calc.aspx?id=1) determine if our sample size was sufficient. There are three predictors in our regression equation (mastery, performance, and social). We assume that the effect size is .15 (moderate effect size according to Cohen), which is in line with most of the findings in school motivation research. Probability level was set at .05, and desired power level was set at .80, which is the default option. Results showed that the recommended sample size for such a study is 76. Our sample size of 87 is still within this range, although we do acknowledge that much larger sample sizes should be utilized in future research.

  2. The GAGOS has similar item stems for most of the items beginning with the phrase, “I am most motivated when….” In such cases, correlating the errors is deemed acceptable. However, in our study, we saw no need to correlate the errors given that the fit indices were already good for the more parsimonious model with no correlated residuals. Moreover, correlating the errors would increase model complexity which is not ideal given our small sample size.

  3. MacCallum et al. (1996) claimed that RMSEA values of .01, .05, and .08 are indicators of excellent, good, and mediocre fit, respectively. Based on these criteria, the RMSEA values in our current study indicate mediocre fit. However, the values we obtained were largely similar to previous research which has specifically focused on the measurement of achievement goals (e.g., Campbell et al. 2008; Elliot and Murayama 2008; Murayama et al. 2009; Wolters 2004; Wu and Chen 2010); thus, we deemed them to be acceptable for our purposes.

  4. In some of the scales used, items have been deleted when they substantially decreased the Cronbach's alpha of the instrument.

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Authors and Affiliations

  1. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore

    Ronnel B. King

  2. Department of Special Education and Counseling, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong

    Dennis M. McInerney

  3. Graduate School of Education, University of Melbourne, Melbourne, Australia

    David A. Watkins

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  1. Ronnel B. King
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  2. Dennis M. McInerney
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  3. David A. Watkins
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Ronnel B. King. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore. E-mail: ronnel.king@gmail.com

Current themes of research:

Motivation and learning in cross-cultural settings. Educational measurement.

Most relevant publications in the field of Psychology of Education:

King, R. B., McInerney, D. M., & Watkins, D. A. (2012). How you think about your intelligence determines how you feel in school: the role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814–819.

King, R. B. (2012). How you think about your intelligence influences how adjusted you are: implicit theories and adjustment outcomes. Personality and Individual Differences, 53, 705–709.

King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Competitiveness is not that bad…at least in the East: testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36, 446–457.

King, R. B., & Watkins, D. A. (2012). Cross-cultural validation of the five-factor structure of social goals. Journal of Psychoeducational Assessment, 30(2), 181–193.

King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: the role of social goals on academic engagement. Educational Psychology, 32(6), 749–776.

Dennis M. McInerney. Department of Special Education and Counseling, The Hong Kong Institute of Education, 10 Lo Ping Road, New Territories, Tai Po, Hong Kong. E-mail: dennismm@ied.edu.hk

Current themes of research:

Motivation in cross-cultural settings. Aboriginal students. American-Indian students.

Most relevant publications in the field of Psychology of Education:

McInerney, D. M. (2012). Conceptual and methodological challenges in multiple goal research among very remote indigenous Australian students. Applied Psychology: An International Review, 61(4), 634–668.

Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. Y. (2010). The relationship between future goals and achievement goal orientations: an intrinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35, 264–279.

McInerney, D. M. (2008). Personal investment, culture and learning: insights into school achievement across Anglo, indigenous, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870–879.

McInerney, D. M. (2004). A discussion of future time perspective: contemporary research. Educational Psychology Review, 16, 141–151.

Dowson, M., & McInerney, D. M. (2001). Psychological parameters of students' social and work avoidance goals: a qualitative investigation. Journal of Educational Psychology, 93, 35–42.

David A. Watkins. Graduate School of Education, University of Melbourne, Melbourne, Australia. E-mail: drdawatkins@gmail.com

Current themes of research:

Chinese learner. Motivation. Self-esteem. Self-concept. Forgiveness.

Most relevant publications in the field of Psychology of Education:

Watkins, D. A., McInerney, D. M., & Lee, C. (2002). Assessing the school motivation of Hong Kong students. Psychologia, 45, 144–154.

Watkins, D. A., & Biggs, J. B. (1996) (Eds). The Chinese learner: cultural, psychological and contextual influences. Hong Kong: Comparative Education Research Center, The University of Hong Kong.

Watkins, D. A., & Biggs, J. B. (Eds.) (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong/Melbourne: Comparative Education Research Centre/Australian Council for Educational Research.

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King, R.B., McInerney, D.M. & Watkins, D.A. Examining the role of social goals in school: A study in two collectivist cultures. Eur J Psychol Educ 28, 1505–1523 (2013). https://doi.org/10.1007/s10212-013-0179-0

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