International comparative study of motivation: a commentary

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-03-06 DOI:10.1007/s10212-024-00820-x

Jacquelynne S. Eccles

引用次数: 0

Abstract

In this commentary, I focus on an international, collaborative, longitudinal study of the development of elementary school students’ math motivation and performance across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. The investigators designed motivational questionnaires to assess student motivational beliefs defined quite broadly, teacher and student questionnaires to assess teacher beliefs and practices, and family questionnaires to assess parents’ beliefs and practices as well as perceptions of their children and then tested to reliability and validity of these measures across all six countries so that they could investigate both development within countries and generalizability across countries. I focus my comparative comments on the following themes that cut across the various studies: the gender, national and SES differences, the impact of teacher beliefs and practices, the impact of parents, and the testing hypotheses derived from various social cognitive motivational systems.

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动机的国际比较研究：评述

在这篇评论中，我重点介绍了一项国际合作纵向研究，研究对象是六个国家的小学生数学学习动机和成绩的发展情况：挪威、瑞典、芬兰、爱沙尼亚、葡萄牙和塞尔维亚。调查人员设计了动机问卷来评估学生的动机信念，教师和学生问卷来评估教师的信念和做法，家庭问卷来评估家长的信念和做法以及对子女的看法，然后在所有六个国家对这些测量方法的可靠性和有效性进行了测试，这样他们就可以研究国家内部的发展和国家之间的可推广性。我的比较评论主要集中在以下贯穿各项研究的主题上：性别、国家和社会经济地位的差异，教师的信念和做法的影响，家长的影响，以及对各种社会认知动机系统假设的检验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.