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The Role of Sociocultural Factors in Student Achievement Motivation: A Cross-Cultural Review

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Abstract

Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood. While achievement motivation has been widely studied across Western populations, recent work has emphasized the importance of examining the universality versus cultural specificity of motivation constructs across countries or diverse cultures. This article is a systematic review of the current discourse surrounding developmental and gender differences in student motivation in the disciplines of mathematics and English, offering comparisons of how these patterns are deployed within Western and East Asian countries. Guided by expectancy–value theory, this review focuses on ability self-concept and task values as two prominent motivational constructs. The authors first examine age and gender differences in the development of ability self-concept and task values among those from Western and East Asian countries from primary school to secondary school. Next, the sociocultural and contextual factors driving developmental and gender differences in motivation are discussed. The article concludes by summarizing the limitations of existing literature and suggesting new lines of inquiry to advance knowledge in cross-cultural studies on student achievement motivation.

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Acknowledgements

This study was funded by National Science Foundation (Grant No. 1315943).

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  1. Ming-Te Wang and Jiesi Guo made equal intellectual contribution to the manuscript so both share the first authorship.

Authors and Affiliations

  1. University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA, 15213, USA

    Ming-Te Wang

  2. Australian Catholic University, North Sydney, Australia

    Jiesi Guo

  3. Penn State Altoona, Altoona, PA, USA

    Jessica L. Degol

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  1. Ming-Te Wang
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MTW conceived of the study (i.e., study questions, study design, result interpretation), participated in the literature review, and drafted the full manuscript; JG conceived of the study (i.e., study questions, study design, result interpretation), participated in the literature review, and drafted part of the result and discussion sections; JLD drafted the literature review and part of the discussion sections. All authors read and approved the final manuscript.

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Correspondence to Ming-Te Wang.

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Wang, MT., Guo, J. & Degol, J.L. The Role of Sociocultural Factors in Student Achievement Motivation: A Cross-Cultural Review. Adolescent Res Rev 5, 435–450 (2020). https://doi.org/10.1007/s40894-019-00124-y

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