Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

Tam, Jonathan

doi:10.18251/ijme.v18i3.1212

Cited by 10 publications

(11 citation statements)

References 17 publications

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“…The cultivation of autonomy has been strongly highlighted across different cultural settings given its promising benefits for individual's self-development (specifically for adolescents), such as psycho-social adjustment, well-being, and academic outcomes (Ryan and Deci, 2000a;Van Petegem et al, 2012;Tam, 2016). As many theorists propose, autonomy can be regarded as an umbrella term including a wide range of psychological constructs, such as independence, self-endorsement, and agency (Beyers et al, 2003;Ryan et al, 2006), wherein independence and self-endorsement are now widely investigated in the literature (Van Petegem et al, 2012).…”

Section: Filial Beliefs Autonomy and Academic Achievementmentioning

confidence: 99%

Reciprocal Filial Piety Facilitates Academic Success via Autonomy: Generalizing Findings in Chinese Society to a Global Context

Jing

Guo

2020

Front. Psychol.

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In cross-cultural psychology it is important to examine the universal (etic) and specific (emic) aspects of culture constructs. Filial piety is a core value of Chinese society that has shown related to psycho-social and academic development. This study was designed to investigate whether these relations revealed in specific cultural settings can be generalized to a global context. Using Chinese junior high school students as participants, Study 1 was intended to analyze the relations between filial piety and academic achievement, and whether autonomy need satisfaction serves as a bridge between them at the students' and classes' level. Study 2 was designed to examine whether these psycho-social and academic effects of filial piety can be applicable to a global context via analyzing two country-level databases [i.e., World Values Survey (WVS) and Program for International Student Assessment (PISA)]. The results of Study 1 showed that reciprocal filial piety was positively associated with academic achievement via the satisfaction of the need for autonomy, the authoritarian filial belief was negatively associated with academic achievement. The results of Study 2 showed that in a global context reciprocal filial belief in a society was related to the endorsement of autonomy, which in turn positively related to students' academic achievement in that society, while authoritarian filial belief did not show such effects. These findings suggest that some psychological constructs established in non-Western settings can also be applied to a global context.

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Section: Filial Beliefs Autonomy and Academic Achievementmentioning

confidence: 99%

Reciprocal Filial Piety Facilitates Academic Success via Autonomy: Generalizing Findings in Chinese Society to a Global Context

Jing

Guo

2020

Front. Psychol.

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“…Second, in alignment with the Confucian virtue of age veneration (Tam 2016), it seems more natural to celebrate older leaders. For example, although the congress professed its desire to include younger leaders, it seemed to struggle to act on this goal.…”

Section: Generational Fracturesmentioning

confidence: 99%

Renegotiating Religious Transnationalism: Fractures in Transnational Chinese Evangelicalism

Tam

2017

SSRN Journal

Self Cite

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“…These attributes, in turn, may motivate and compel a person to show love and care for others in the community – that is, the proactive inclination and willingness to help others, regardless of their backgrounds, social standings, etc. This notion of life care, in part, reflects the teaching of Confucianism ( Havens, 2013 ; Tam, 2016 ; Yao, 2000 ) especially the concept of filial piety ( Chen, 2016 ; Chow and Chu, 2007 ; Hui et al, 2011 ), which places emphasis on reverence and respect for elders in society. Moreover, reflecting Buddhist teaching ( Yen, 2010 ; Yeshe and Rinpoche, 1976 ), reverence for elders in the community conveys good karma and instills the belief that positive future consequences are likely to result.…”

Section: Life Education: a Brief Introductionmentioning

confidence: 98%

“…Moreover, the teaching of life wisdom, life care, and life practice may provide and/or encourage meaningful appreciation for two contrasting positions in life: a person's life and his/her ultimate demise. Furthermore, from our point of view, the combination of life wisdom, life care, and life practice may play a pivotal role in helping individuals (e.g., university students) to embrace and/or to appreciate different religious faiths and philosophical beliefs – for example, Buddhism ( Yen, 2010 ; Yeshe and Rinpoche, 1976 ) and Confucianism ( Havens, 2013 ; Tam, 2016 ; Yao, 2000 ). In this sense, the teaching of life education, encompassing life wisdom, life care, and life practice may also instill appreciation for the natural qualities of life and, more importantly, the anticipation of death with a sense of acceptance , positive outlook , and serenity .…”

Section: Life Education: a Brief Introductionmentioning

confidence: 99%

“…The teaching of life education in Taiwan, as we described, is quite unique for its Buddhist teaching ( Yen, 2010 ; Yeshe and Rinpoche, 1976 ), as well as its incorporation of Eastern-derived epistemologies, philosophical beliefs, and customary practices – for example, acknowledgment of the importance of Confucianism ( Havens, 2013 ; Tam, 2016 ; Yao, 2000 ), which teaches a person to revere and to respect elders. One interesting concept, as previously detailed, relates to a person's feeling and experience of spirituality ( Carmody et al, 2008 ; Chen, 2009 ; Huang, 2014 ), which may or may not associate with his/her religious faith.…”

Section: Life Education: a Brief Introductionmentioning

confidence: 99%

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Life, death, and spirituality: A conceptual analysis for educational research development

Phan

Ngu

Chen

et al. 2021

Heliyon

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Life education , also known as life and death education , is an important subject in Taiwan. Life education is more than just the study of a person's development throughout the lifespan (e.g., cognitive development). Within the learning and sociocultural contexts of Taiwan, interestingly, the study of life and death education is concerned with the premise of the promotion and fulfillment of life qualities (e.g., a person's state of contentment), and the meaningful understanding of the nature of death. To facilitate appreciation and deep, meaningful understanding of the subject, and to emphasize its uniqueness, educators have included in their teaching the importance of Eastern-derived philosophical beliefs and religious faiths (e.g., Buddhism). For example, relatively significant in its emphasis, the teaching of this subject involves detailed examination of theoretical accounts of spiritual cultivation and its positive effect on a person's interpretation and enlightenment of life wisdom. The study of life education, or life and death education, we contend, is of significance as it provides life-related insights and theoretical understanding into the intricate nature of life and death. One notable aspect of the subject entails a person's acquired life wisdom, which in turn may shape his/her life practice on a daily basis (e.g., the proactive engagement in Buddhist meditation). Importantly, the study of life education may assist individuals with their coping of grief, and to approach death with a sense of peace, calmness, and dignity. In this analysis, coupled with Buddhist faith (or any other religious faith for that matter) and facilitated by spiritual cultivation (e.g., the belief in the notion of transcendence experience ), a person may overcome grief by believing in the possibility that there is some form of post-death experience and the presence of a loved one's spiritual being. Given this emphasis, we consider an important focus for discussion in this article: to explore the significance of life and death education and to determine how its ‘positive nature’ could potentially yield two comparable implications for development: (i) to engage in appropriate pedagogical practices that would encourage and promote the study of life and death education, and (ii) to advance innovative research inquiries, theoretical, methodological, and/or empirical, which could highlight the significance of life education for life purposes (e.g., the significance of Chinese ideograms, such as 孝).

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Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

Cited by 10 publications

References 17 publications

Reciprocal Filial Piety Facilitates Academic Success via Autonomy: Generalizing Findings in Chinese Society to a Global Context

Reciprocal Filial Piety Facilitates Academic Success via Autonomy: Generalizing Findings in Chinese Society to a Global Context

Renegotiating Religious Transnationalism: Fractures in Transnational Chinese Evangelicalism

Life, death, and spirituality: A conceptual analysis for educational research development

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