The results indicated that at the student level, different aspects of student SES (i.e. number of books, the possession of computers, paternal, and maternal educational achievements were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e. less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement.Especially, Japanese students who attended schools in less populated areas were more disadvantaged relative to those who attended schools in more populated areas. None of the cross-level interactions were significant, but the random effect for computer slope was significant.
ivThe results of the proportional reduction of prediction error explained by both student and school SES were small, meaning the residual variances at student and school SES were small. Small school SES residual variance may indicate a stratification of public middle schools.The findings also showed that maternal educational background was related to their children's odds of participation in extra math lessons after schools. When mothers were more educated, Japanese students were more likely to participate in extra math lessons. From the results of the two study findings, the maternal level of education influenced Japanese students' academic areas.The theoretical applications in the contexts of Japanese culture were also discussed.v
The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students' extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a) faculty influence, b) personal recognition, and c) utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.
Few studies have been done to examine the relationships between students' goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students' goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students' use of multiple learning strategies and goal orientations.
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