Motivation and Achievement: Is There an East Asian Model?

Zhu, Yan; Leung, Frederick K. S.

doi:10.1007/s10763-010-9255-y

Cited by 110 publications

(70 citation statements)

References 35 publications

(34 reference statements)

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“…The results showed that intrinsic motivation strongly influenced both initial level and growth of mathematics achievement, and extrinsic motivation influenced only the initial level of achievement. In addition, Zhu and Leung (2011) showed that extrinsic and intrinsic motivation directly affected mathematics achievement in East Asian students from Hong Kong SAR, Japan, the Republic of Korea, and Chinese Taipei, but not Singapore. Furthermore, intrinsic motivation strongly influenced mathematics achievement, and the influence of intrinsic motivation on students' achievement was higher than that of extrinsic motivation.…”

Section: Motivation and Learning In Mathematicsmentioning

confidence: 99%

Teachers’ Motivating Methods to Support Thai Ninth Grade Students’ Levels of Motivation and Learning in Mathematics Classrooms

Nenthien¹,

Loima²

2016

JEL

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The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of Thailand. The results showed, first, that the students' levels of learning ranged from low to moderate-high while the levels of motivation were from moderate to high. In addition, most students had intrinsic motivation; however, some students still lacked motivation and were only motivated by external sources. Second, teachers enhanced students' learning by encouraging them to learn as a whole class the most by using lectures and asking questions. The other top methods were allowing time for self-paced learning and answering, and relying on internal sources of motivation using positive interpersonal and group activities. Most teachers employed both autonomy-supportive and controlling motivating styles in classroom. Even with a variety of motivating methods, the students' learning did not seem to be supported adequately, especially for students who showed a low level of learning.

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Section: Motivation and Learning In Mathematicsmentioning

confidence: 99%

Teachers’ Motivating Methods to Support Thai Ninth Grade Students’ Levels of Motivation and Learning in Mathematics Classrooms

Nenthien¹,

Loima²

2016

JEL

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“…Yet, the fundamental problem remains pupils' motivation to study mathematics. The education systems in East Asia, Australia, England, the Netherlands and USA are discussed by Zhu and Leung (2011) from the University of Hong Kong, specifically in regards to improving pupils' interest in math's studies. In order to succeed in their architecture studies, it is essential that students have a sound understanding of the basics of mathematics, as supported in their paper by Moratalla de la Hoz and Sanz Garcia (2010) from the University of Madrid, Spain.…”

mentioning

confidence: 99%

A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology

Jehlička

Rejsek

2018

EURASIA J MATH SCI T

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The submitted article supports the multidisciplinary approach to STEM (Science, Technology, Engineer, Mathematics) teaching. Pupils in many countries are showing a reduced interest in STEM studies. Should we wish to increase their interest in STEM studies, then we must increase their interest in the study of mathematics. This article concentrates on providing an illustrative demonstration of the interdisciplinary relations between mathematics and information and communication technology (ICT) that can readily be used in teaching these two subjects at primary and secondary schools. The interdisciplinary teaching approach described promotes not only a better understanding of the study of mathematics but it also develops pupils' logical reasoning and critical thinking. The need to interconnect mathematics and ICT in teaching is documented through specific examples. Attention is focused on number translation between individual numerical systems and entering numbers in the memories of computers and calculators.

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“…Eastern students may have different motivation patterns than western students. Extrinsic motivation can have a negative effect on western students' learning (Zhu & Leung, 2011). In contrast, extrinsic motivation can have positive effects on eastern students, since, parents usually set high expectations for their children in Asian cultures (Stevenson & Stigler, 1992).…”

Section: Discussion and Implicationmentioning

confidence: 99%

“…Further, there is a cultural difference in motivation for learning between western and eastern students. Zhu and Leung (2011) found that extrinsic motivation has a detrimental effect on western students' learning, while eastern students can benefit from both intrinsic and extrinsic motivation. Therefore, future studies on motivation should consider more possible combinations under multiple goals, multiple outcomes, and multiple pathways to learning and achievement in multiple contexts (Pintrich, 2003).…”

Section: Motivation Engagement Behaviors and Learning Outcomesmentioning

confidence: 99%

Motivation categories in college students’ learning engagement behaviors and outcomes in Taiwan: An application of cluster analysis

Hsieh¹

2015

IJRSE

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This study explores how different motivation categories influence college students' learning engagement behaviors and outcomes under the context of eastern culture. 178 junior college students were surveyed at a four-year research university in Taiwan. The study addressed two research questions: 1. Are there subgroups of students with significantly different motivation profiles? 2. If so, do these subgroups of students differ significantly in terms of their engagement behaviors and learning outcomes? Three motivational profiles were found based on individual differences in motivational beliefs (high intrinsic motivation, high extrinsic motivation, and high motivation [i.e., both high intrinsic and high extrinsic motivation]).Following ANCOVAs, the study confirmed that college students who have both high intrinsic and high extrinsic motivations have higher scores on specific engagement behaviors and learning outcomes. This finding suggests that a motivation profile of both high intrinsic and high extrinsic motivation is most beneficial for learning.

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Motivation and Achievement: Is There an East Asian Model?

Cited by 110 publications

References 35 publications

Teachers’ Motivating Methods to Support Thai Ninth Grade Students’ Levels of Motivation and Learning in Mathematics Classrooms

Teachers’ Motivating Methods to Support Thai Ninth Grade Students’ Levels of Motivation and Learning in Mathematics Classrooms

A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology

Motivation categories in college students’ learning engagement behaviors and outcomes in Taiwan: An application of cluster analysis

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