Culture, motivation, and reading achievement: High school students in 41 countries

Abstract

This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in other countries. Also, the link between extrinsic motivation and achievement was weaker for both boys and girls in more masculine countries than those in other countries, supporting the view that discouraging students from their preferred non-traditional career tracks reduces competition for the remaining students. This reduces the impact of extrinsic motivation on reading achievement for both types of students. Students with more family cultural capital (cultural possessions and cultural communication) had higher interest in reading, extrinsic motivation, effort and perseverance, and higher reading achievement than other students. These findings can inform education policy to improve students' reading achievement.

Introduction

The objects, conditions or characteristics that a society considers important (its cultural values) can shape its members' attitudes, priorities, and ultimately their behaviors (Schwartz & Ros, 1995). Several large-scale international studies have examined the links between adult cultural values and behaviors (e.g., Hofstede, 2001, Smith et al., 2002), but few such studies have examined the links between cultural values and adolescent behaviors (a notable exception is Schwartz & Ros, 1995). Adolescent academic motivation and achievement might differ across cultures. Everyday exposure to a country's customs and practices informally socializes adolescents to a country's cultural values. Adolescents who acquire these societal values also acquire beliefs and behaviors which in turn might affect their motivation and achievement. In addition, adolescent exposure to art and cultural activities at home (e.g., paintings, poetry discussions, etc.) provides cultural knowledge, skills, education, and advantages—namely, cultural capital—that can help them succeed in the educational system (Bourdieu, 1993).

This study takes a step toward filling this gap in cultural values and adolescent research by examining how cultural values and family cultural capital were related to the motivation and reading achievement of fifteen-year-olds in 41 countries. Findings can indicate whether these relationships are universal or specific to particular countries or schools. Furthermore, the results can show whether country characteristics account for country differences.