Motivational theorists have long subscribed to the idea that human behavior is fundamentally driven by needs and goals. A goal perspective provides us with insights on the organization of affect, cognition, and behavior in specific contexts, and how these may change depending on different goals (Dweck 1992). The interest in goals is also prominent in the educational realm, which led to a boom of research with a focus on achievement goals (Kiefer and Ryan 2008; Mansfield 2012). Although this research provided significant insights into the role of motivation, it does not provide a holistic view of the goals pursued in academic contexts. Students pursue multiple goals in the classroom (Lemos 1996; Mansfield 2009, 2010, 2012; Solmon 2006), all of which need to be considered to understand students' motivations and behaviors. Many prominent researchers argue that social goals should be regarded with the same importance as achievement goals (e.g., Covington 2000; Dowson and McInerney 2001; Urdan and Maehr 1995), as they too have implications for academic adjustment and success. For instance,
Being engaged in long term collaborations with indigenous communities requires a continuous adjustment of interaction protocols beyond set projects. Although the Long Lamai community in Malaysia developed a detailed cultural protocol for guest researchers, numerous conflicts were still recorded. In this paper we present our most recent approach to overcome the cross-cultural communication gaps using sketches, as developed by the local community members. We present a validation session that took place between the community members and guest researchers. We confirm the success of the sketch session, as guest researchers followed the underlying themes of the interaction protocols and internalised the concepts.
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