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

Chiu, Ming Ming; Chow, Bonnie Wing‐Yin

doi:10.1016/j.lindif.2010.03.007

Cited by 104 publications

(77 citation statements)

References 46 publications

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“…These findings diverge from the results reported by Hashemi et al, 13 which showed that the family members' attitude is one of the important factors affecting the educational achievement of students. In Chiu et al 15 success was higher for students who had family with a culture of higher educational achievement. In this regard, Taheri et al 16 showed that parents' education had a positive effect on their children's educational motivation.…”

Section: Discussionmentioning

confidence: 92%

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

Taheri¹,

Nasiri²,

Moaddab³

et al. 2016

Res dev med edu

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Introduction:In view of the fact that motivation is linked directly to the learning process and educational achievement, this study endeavored to identify strategies to improve students' educational achievement motivation at Guilan University of Medical Sciences. Methods: To conduct this descriptive-analytical study, 368 students from Guilan University of Medical Sciences were selected using simple random sampling from 2013-2014. All of the Guilan University of Medical Sciences' students met the general eligibility criteria except guest students. The questionnaire included five domains of economic, socio-cultural, educational, geo-regional, and personality factors in educational achievement motivation. Through using descriptive and inferential statistics (Kolmogorov-Smirnov, Mann-Whitney U and Kruskal-Wallis tests), the compiled data were analyzed at the significance level of 0.05. Results: Data analysis revealed that socio-cultural factors have the maximum score (64.14 ± 9.92) and geo-regional factors have the minimum score (19.01±3.63) on the participants' educational achievement motivation. What is more, a significant difference was revealed between educational field and educational effective factors as well as educational level and educational effective factors (p<0.011, p<0.004, respectively). Conclusion: Given that the socio-cultural factors had the maximum score on the students' educational achievement motivation, it is recommended that university officials take these factors into account, and attempt to plan to provide appropriate strategies to enhance their students' motivation, specifically their educational achievement motivation. Abstract Article infoArticle Type:Original Research

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Section: Discussionmentioning

confidence: 92%

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

Taheri¹,

Nasiri²,

Moaddab³

et al. 2016

Res dev med edu

View full text Add to dashboard Cite

show abstract

“…Research suggests a positive correlation between teachers' perceptions of and attention to their students' backgrounds (cultural as well as socioeconomic) and students' academic and behavioral responsiveness, empowerment, motivation and performance (Chiu & Chow, 2010;Edwards, 2010;Lovorn & Summers, 2011), and as discourse continued, a second theme emerged from the data to support these findings. As participants began to discuss how they incorporate students' cultural backgrounds into their teaching, it became clear that most of the participants perceived themselves as facilitators of students' success through cultural expression.…”

Section: Theme 2: Teachers Use Strategies To Incorporate Students' Cumentioning

confidence: 94%

An International Discourse on Culture in the Classroom: Teachers from Four Countries Share their Perspectives

Lovorn

Summers

2013

IJE

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Researchers explored perspectives of teachers from four countries about how they recognize and address their students' cultural backgrounds; how they incorporate students' culture into their teaching; and what impact their efforts have on the learning environment. Participants (n = 41) were engaged in an online discussion board and posted thoughts and responses to other participants. Researchers performed a content analysis to identify patterns in participants' observations and perspectives, which revealed that most participating teachers recognize and address students' cultural backgrounds in academic, affective, and social contexts. Teachers who attend to these needs enjoy effective academic connections with students, have a heightened sense of confidence in their ability to connect with students, are able to devote ample time to the content they are teaching, and deal with fewer behavioral issues.

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“…Овај налаз објашњава се тиме што читање представља приватну активност путем које се прикупљају и обрађују информације (Ganzeboom, 1982), стиче знање и раз-вијају когнитивне способности и, према томе, има већи утицај на академски успех. Значај ове праксе потврђен је истраживањима (Chiu & Chow, 2010;Cunningham & Stanovich, 1998;Sullivan & Brown, 2013).…”

Section: појам и облици културног капиталаunclassified

“…Културни капитал и његова повезаност с образовним постигнућем испитивани су и у оквиру PISA студија (Andersen & Jaeger, 2015;Barone, 2006;Chiu & Chow, 2010;Tramonte & Willms, 2010). Поред варијабли које се односе на образовно постигнуће, PISA пружа и податке које се односе на културне и социоекономске ресурсе и, према томе, адекватна је за мерење културног капитала у свим његовим облицима, и то на великом и репрезентативном узорку испитаника.…”

Section: културни капитал и социоекономски статусunclassified

The effects of cultural capital on academic achievement: A secondary analysis of a PISA study

Štrangarić¹,

Rodić-Lukić²,

Marić³

2017

Nastava i vaspitanje

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

Cited by 104 publications

References 46 publications

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

An International Discourse on Culture in the Classroom: Teachers from Four Countries Share their Perspectives

The effects of cultural capital on academic achievement: A secondary analysis of a PISA study

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