Examining culturally diverse learners’ motivation and engagement processes as situated in the context of a complex task

Abstract

Student learning processes, including motivation and engagement, have been identified as malleable and situated in context. We have limited understanding about how to enhance motivation and engagement processes for culturally diverse learners in today’s multicultural classrooms. To support thinking about that challenge, this work built on research on both culturally responsive teaching (CRT) and self-regulated learning (SRL), each of which identifies pedagogical practices that enhance student engagement and motivation. This study examined how students at a culturally diverse independent elementary school in the West Coast of Canada participated in classroom context that integrated CRT and SRL-promoting practices. Specifically, this study examined culturally diverse learners’ engagement and motivation during a complex learning task. Data collected included classroom observations, practice records and documents, students’ work samples, and student interviews and student surveys. The results demonstrated: (1) above medium levels of engagement and motivation, among participants, that varied across specific contexts; and (2) associations between culturally diverse learners’ engagement and motivation; and complex learning context such as CRT and SRL-promoting practices. Implications for future research on culturally diverse students’ engagement as well as designing a complex task that integrated a culturally responsive teaching and self-regulated learning pedagogical practices to support engagement and motivation are discussed.

Influences on student motivation and independent learning skills: cross-cultural differences between Hong Kong and the United Kingdom

“…The ever-globalizing nature of higher education means that there is an increasingly diverse student body hailing from diverse cultural backgrounds. In these contexts, there is the potential for students' cultural backgrounds and the cultural environments in which they study to influence their learning strategies, motivation, and the development of IL skills (Anyichie and Butler, 2023). As the literature review below reveals, various factors may be impacted by cultural, environmental, and institutional differences, including how IL concepts are conceived, which learning styles and ILS are favored, as well as how other factors such as a "growth mindset" or self-motivation interact with the development of ILS.…”

Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school

“…Efforts to improve lesson planning can help teachers to design projects more carefully, ensuring that learning objectives are met and required resources are considered (Phan Thi Thanh Nga, 2022;Purwinda Anggrella et al, 2023). Choosing the right topic is also key, as relevant and interesting projects can increase student motivation and engagement (Anyichie & Butler, 2023;Dabrowski & Marshall, 2018;Evans & Boucher, 2015). Consistency in implementing learning plans from teaching modules provides clarity and continuity in students' learning experiences (Clarin & Baluyos, 2022;Samosa, 2022).…”

Exploring students' perceptions and the significance of social and cognitive presence in their educational voyage

“…How social presence is sensed and perceived is in turn influenced by cultural norms and communication techniques. The necessity for culturally inclusive tactics to improve social presence was highlighted by Anyichie and Butler (2023) and Gunawardena (2020), who recognized that various learners might interpret and engage with social cues differently. Individuals' interpretations of and attempts to develop a social presence in online educational situations may be influenced by their cultural origins and communication norms (Gunawardena, 2020).…”