The motivation-achievement paradox in international educational achievement tests: toward a better understanding

He, Jia and Van de Vijver, Fons J. R. (2016). The motivation-achievement paradox in international educational achievement tests: toward a better understanding. In The psychology of Asian learners: a Festschrift in honor of David Watkins (pp. 253-268) Singapore: Springer. doi:10.1007/978-981-287-576-1_16


Author He, Jia
Van de Vijver, Fons J. R.
Title of chapter The motivation-achievement paradox in international educational achievement tests: toward a better understanding
Title of book The psychology of Asian learners: a Festschrift in honor of David Watkins
Place of Publication Singapore
Publisher Springer
Publication Year 2016
Sub-type Research book chapter (original research)
DOI 10.1007/978-981-287-576-1_16
Open Access Status
ISBN 9789812875761
9789812875754
ISSN Ronnel B. King
Allan B. I. Bernardo
Chapter number 16
Start page 253
End page 268
Total pages 16
Total chapters 40
Language eng
Abstract/Summary There is a recurrent paradox in the data of the Programme for International Student Assessment (PISA): within each participating country, there is a positive correlation between students’ learning motivation and achievement; when aggregating the data at country level, this correlation becomes negative. Using PISA data across 64 countries, we investigate the association of motivation and achievement within and between countries and attempt to explain the paradox with three measures indicative of culturally preferred scale usage: cultural response style, overclaiming, and anchoring vignettes. We confi rmed the paradox and found that the three measures, in particular anchoring vignettes, could partially explain the negative association between motivation and achievement at country level. Our study is intellectually indebted to the tradition, initiated by David Watkins, to go beyond a simple classifi cation of Chinese learners as focusing on rote memory learning. We illustrate how core Chinese values impinge on educational motivation and achievement and can help to explain seemingly paradoxical cross-cultural differences.
Keyword Achievement
Anchoring vignettes
Chinese values
Motivation
Overclaiming
Response styles
Q-Index Code B1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Book Chapter
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