3 edition of A cross-cultural analysis of achievement motivation in sport and the classroom found in the catalog.
A cross-cultural analysis of achievement motivation in sport and the classroom
Written in English
|Statement||by Joan Lynne Duda|
|The Physical Object|
|Pagination||ix, 150 leaves|
|Number of Pages||150|
among achievement of English and mathematics and three variables of achievement motivation is also significant (see table 1). ii. Regression Analysis for self concept and achievement motivation as Predictor of academic achievement in mathematics resulted in R-Square of, which implies that the self concept and achievement motivationFile Size: KB. J Sports Sci Med. Mar; 12 (1): 10– Published online Mar 1. Received May 9; Accepted Nov 2. This article has been cited by other articles in PMC. The main aim of this study was to examine the differences in motivation to participate in sport activities among sports students from three different by:
The Intersection of Culture and Achievement Motivation. Elise Trumbull and Carrie Rothstein-Fisch. Abstract. Achievement motivation is something that all members of the school com-munity want to support in students, however few may recognize that it is influenced by culture. The very meaning of “achievement” is culturally vari-. cross-cultural differences in motivation through the concept of meaning system. According to Grant and Dweck (), each culture has its own achievement-relevant beliefs, goals, and File Size: KB.
Comparative research on McClelland's achievement motivation has shown it to be relatively robust across cultures. For example, managers in New Zealand appear to follow the pattern developed in the United States. However, similar to his analysis of Maslow's need hierarchy, Hofstede questions the universality of McClelland's three needs. However, there is antidotal evidence that inclusive cultural diversity strategies in the classroom has succeeded in improving the academic achievement of minorities. This chapter will explore how and why inclusive classroom motivation and management strategies are beneficial to improving academic achievement results.
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Both achievement orientations can be oriented to the individual or group. Cultural and sex differences in achievement orientations emerged in the present study.
Anglo students preferred ego-involved academic success more than. Get this from a library. A cross-cultural analysis of achievement motivation in sport and the classroom.
[Joan L Duda]. In sport, females placed the least preference on athletic success which was individual-oriented and ego-involved. Males indicated the least preference for individual, ego-involved sport findings suggest that the motivation to achieve entails diverse conceptions of success and failure and distinct achievement orientations or means to goal : Joan Lynne Duda.
Task orientation, not perceived ability, was the major predictor of satisfaction in schoolwork. Both sport and schoolwork loom large in the lives of U.S. adolescents. Yet, in studies of achievement motivation, these domains are normally examined separately. A cross-cultural analysis in achievement motivation in sport and the classroom.
In L. VanderVelden & J. Humphrey (Eds.), Psychology and sociology of sport: Current selected research (Vol. 1, pp. New York: AMS Press. competitive nature of sport, the relationship between per- ceived ability and intrinsic satisfaction was predicted to be stronger in sport than in the classroom.
In the field of sports the achievement motivation is more important because in this area the goals always remain first priority. McClelland and Atkinson have defined this term. According to them” Achievement motivation may be associated with a variety of goals, but in general the behavior adopted will involve activity which is directed.
Sport Motivation. Understanding and enhancing motivation is one of the most popular areas of research in psychology, as well as sport and exercise psychology. In psychology and sport psychology, this research has primarily addressed the role of motivation in individual lives, especially when addressing motivation in achievement contexts.
Culture and Motivation to Learn 5 • U.S. landscape, one in which many members of immigrant communities have moved beyond port-of-entry cities to suburban metropolitan areas and rural communities (Hernandez, Denton, & McCartney, ).
With such changes, the consideration of schools as monocultural environmentsFile Size: KB. achievement motivation (self) refers to a person's efforts to master a task, achieve excellence, overcome obstacles, perform better than others, and take pride in exercising talent competitiveness is a disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others.
The theory of achievement motivation describes performance as multidimensional and as influ- enced by many different factors. The main personal factor is the achievement motive; the main task-specific factor is the motivating potential of the situation. Consequently, achievement motivation was dependent on causal attributions of success or failure.6 These theorists attempted to describe motivation and/or explain achievement patterns.
For the most part, the major theoretical argu-ments regarding achievement motivation conclude that one group is more likely to possess a higher achievement.
However, they are not in line with Khan & Haider (), They dealt with achievement motivation among athletes (badminton, basketball, hockey and tennis) at national and international levels and the results showed that the levels of international players to the national team had lower achievement motivation.
personal modifiable factors achievement motivation and goal-setting. Literature Review Concept of Achievement Motivation Motivation refers to the progress whereby goal-directs behavior is instigated and sustained.
Motivation drives and directs behavior. Achievement motivation governs the behavior relevant to achievement and Size: KB. high in sport achievement motivation.
Descriptive statistics was used to analyze the data. Results: The results of the data analysis are presented in the following tables. Table I Descriptive analysis of achievement motivation of different sports Samples Mean SD Fooball Hockey Badminton Whereas motivation is considered as a process directing and urging individuals to perform an action, achievement motivation is defined as a process Author: Avi Kaplan.
University of Illinois at Urbana-Champaign. DUDA, J. Goals and achievement orientations of Anglo and Mexican- American adolescents in sport and the classroom. International Journal of Intercultural Relations, 9, DUDA, J. (a).
A cross-cultural analysis of achievement motivation in sport and the by: Among athletes in endurance and ball-game sports, the variables accounted for 45% and 29%, respectively, of the variance in sports career. Both sport and academic work play large roles in school life, yet there is little comparative evidence on the nature or generality of achievement motivation across these domains.
Abstract This paper examines the test‐control criteria of the Achievement Motives Scale‐Sport (Elbe, ), a new instrument for measuring the sport‐specific achievement motives. The theoretically based two‐factor structure (hope for success and fear of failure) can be proven in the German and almost completely in the English by: Achievement motivation typically refers to the level of one’s motivation to engage in achievement behaviors, based on the interaction of such parameters as need for achievement, expectancy of success, and the incentive value of success.
Our construct File Size: KB. Examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation.
Task, evaluation and recognition, and authority dimensions of classrooms are Cited by: achievement in one such Indigenous, majority and developing culture. The study also aimed to investigate the psychometric properties of two instruments that have been used in cross-cultural settings to measure student motivation – a major predictor of student engagement and achievement.