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  1. Achievement Motivation in Education
  2. Motivation - Wikipedia
  3. Achievement Motivation in Education
  4. Article excerpt
  5. Motivation Propeller 1: Habituation and Novelty Preference

Achievement Motivation in Education

Educational and Psychological Measurement , 70 , — Moustaka, F. Initial validity evidence for the behavioral regulation in exercise questionnaire-2 among Greek exercise participants. European Journal of Psychological Assessment , 26 , — Lynch, M. Autonomy as process and outcome: Revisiting cultural and practical issues in motivation for counseling. Zhou, M. The importance of autonomy for rural Chinese children's motivation for learning.

Learning and Individual Differences , 19 , International Journal of Behavioral Development , 33 , — On being yourself in different cultures: Ideal and actual self-concept, autonomy support, and well-being in China, Russia, and the United States. The Journal of Positive Psychology , 4 , Bao, X. Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children's motivation.

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Child Development , 79 , Chirkov, V. The role of self-determined motivation and goals for the study abroad in the adaptation of international students. International Journal of Intercultural Relations , 31 , Downie, M. The relations of parental autonomy support to cultural internalization and well-being on immigrants and sojourners.

Cultural Diversity and Ethnic Minority Psychology , 13 , Rudy, D. Autonomy, culture, and well-being: The benefits of inclusive autonomy.

Motivation - Wikipedia

Journal of Research in Personality , 41 , Roth, G. Motivation and Emotion , 30 , Vansteenkiste, M. Autonomy and relatedness among Chinese sojourners and applicants: Conflictual or independent predictors of well-being and adjustment?. Grouzet, F.

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The structure of goals across 15 cultures. Journal of Personality and Social Psychology , 89 , Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology , 97 , 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 , The impact of cultural internalization and integration on well-being among tricultural individuals.

Achievement Motivation in Education

Personality and Social Psychology Bulletin , 30 , Self-concordance and subjective well-being in four cultures. Journal of Cross-Cultural Psychology , 35 , What is satisfying about satisfying events? Testing 10 candidate psychological needs. Parent and teacher autonomy-support in Russian and U. Journal of Cross Cultural Psychology , 32 , Schmuck, P.

Article excerpt

The relationship of well-being to intrinsic and extrinsic goals in Germany and the U. Social Indicators Research , 50 , Ryan, R. The American dream in Russia: Extrinsic aspirations and well-being in two cultures. Personality and Social Psychology Bulletin , 25 , Hayamizu, T. Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization.

Japanese Psychological Research , 39 , Dialectical relationships among human autonomy, the brain, and culture. Chirkov, R. Sheldon Eds. Dordrecht: Springer.

Motivation Propeller 1: Habituation and Novelty Preference

A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. Dordrecht, Netherlands: Springer. Capitalism and autonomy. Mestre, S. Applying self-determination theory to help obese Portuguese individuals. Brdar Ed.

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  • They often take a more passive role in the conversations. The same cultural variations in interaction are also evident when children talk with an independent interviewer. Cultural differences in interactions between adults and children also influence how a child behaves socially.

    For instance, in Chinese culture, where parents assume much responsibility and authority over children, parents interact with children in a more authoritative manner and demand obedience from their children. By contrast, Chinese immigrant children growing up in England behave more similarly to English children, who are less likely to follow parental demands if unwilling.

    For instance, teachers may need to assess children who come from a variety of cultural backgrounds. Knowing how children coming from a different culture think and talk differently can help the teacher better interview them as part of an oral academic test, for example. Another important area is forensic investigations. Being aware that Chinese children tend to recall details regarding other people and be brief in their initial response to questions may enable the investigator to allow more time for narrative practice to prepare the child to answer open-ended questions and prompt them with follow up questions.

    Also, knowing that Chinese children may be more sensitive and compliant to authority figures — and more obedient to a perpetrator within the family — an interviewer may need to spend more time in building rapport to help the child relax and reduce their perceived authority. They should also be prepared to be patient with reluctance in disclosing abuse within families. While children are unique and develop at their own pace, the cultural influence on their development is clearly considerable. It may even affect how quickly children reach different developmental milestones , but research on this complicated subject is still inconclusive.

    Importantly, knowledge about cultural differences can also help us pin down what all children have in common: an insatiable curiosity about the world and a love for the people around them. UEA Inaugural lecture: Alternative performance measures: do managers disclose them to inform us, or to mislead us? Edition: Available editions United Kingdom.

    Ching-Yu Huang , Bournemouth University. Masai children. Psychology Child development Culture.

    From shutterstock.