Big Theories Revisited 2 Volume 12 in Research on Sociocultural Influences on Motivation and Learning Gregory Arief D. Liem, Series Editor Dennis M. McInerney, Founding Editor RESEARCH ON SOCIOCULTURAL INFLUENCES ON MOTIVATION AND LEARNING Gregory Arief D. Liem, Series Editor Dennis M. McInerney, Founding Editor Understanding Developmental Disorders of Auditory Processing, Language and Literacy Across Languages: International Perspectives (2014) Kevin Kien Hoa Chung, Kevin Chi Pun Yuen, and Dennis M. McInerney Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward (2011) Dennis M. McInerney, Richard A. Walker, and Gregory Arief D. Liem Student Perspectives on Assessment: What Students Can Tell Us About Assessment for Learning (2009) Dennis M. McInerney, Gavin T. L. Brown, and Gregory Arief D. Liem Teaching and Learning: International Best Practice (2008) Dennis M. McInerney and Gregory Arief D. Liem Standards in Education (2007) Dennis M. McInerney, Shawn Van Etten, and Martin Dowson Effective Schools (2006) Dennis M. McInerney, Martin Dowson, and Shawn Van Etten Focus on Curriculum (2005) Dennis M. McInerney and Shawn Van Etten Big Theories Revisited (2004) Dennis M. McInerney and Shawn Van Etten Sociocultural Influences and Teacher Education Programs (2003) Dennis M. McInerney and Shawn Van Etten Research on Sociocultural Influences on Motivation and Learning–2nd Volume (2002) Dennis M. McInerney and Shawn Van Etten Research on Sociocultural Influences on Motivation and Learning–1st Volume (2001) Dennis M. McInerney and Shawn Van Etten Big Theories Revisited 2 edited by Gregory Arief D. Liem National Institute of Education Nanyang Technological University, Singapore Dennis M. McInerney The Australian Catholic University The Education University of Hong Kong INFORMATION AGE PUBLISHING, INC. Charlotte, NC • www.infoagepub.com Library of Congress Cataloging-in-Publication Data A CIP record for this book is available from the Library of Congress http://www.loc.gov ISBN: 978-1-64113-268-8 (Paperback) 978-1-64113-269-5 (Hardcover) 978-1-64113-270-1 (ebook) Copyright © 2018 Information Age Publishing Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher. Printed in the United States of America CONTENTS 1 Sociocultural Perspectives on School Motivation, Engagement, and Achievement: Theory, Research, and Application ......................1 Gregory Arief D. Liem and Dennis M. McInerney SECTION I WHY AND WHAT DO I WANT TO ACHIEVE IN MY STUDIES? 2 Sociocultural Influences on Student Motivation as Viewed Through the Lens of Self-Determination Theory ............................15 Johnmarshall Reeve, Richard M. Ryan, and Edward L. Deci 3 Sociocultural Influences on Achievement Goal Adoption and Regulation: A Goal Complex Perspective ..........................................41 Gregory Arief D. Liem and Andrew J. Elliot 4 Personal Investment Theory: A Cross-Cultural Framework for the Study of Student Motivation ...................................................69 Ronnel B. King, Jesus Alfonso D. Datu, and Dennis M. McInerney SECTION II HOW DO I THINK AND FEEL ABOUT MYSELF AND MY STUDIES? 5 Expectancy-Value Theory in Cross-Cultural Perspective: What Have We Learned in the Last 15 Years? .............................................91 Stephen M. Tonks, Allan Wigfield, and Jacquelynne S. Eccles v vi  Contents 6 Self-Efficacy in Education Revisited Through a Sociocultural Lens .............................................................................117 Maria K. DiBenedetto and Dale H. Schunk 7 Sociocultural Influences on Self-Efficacy Development .................141 Ellen L. Usher and Brianna L. Weidner 8 Control-Value Theory: A Social-Cognitive Approach to Achievement Emotions .................................................................165 Reinhard Pekrun SECTION III WHO WANTS ME TO STUDY WELL, AND WHO CAN I DO IT WITH? 9 A Competence-in-Context Approach to Understanding Motivation at School .........................................................................193 Kathryn Wentzel 10 Māori Students Flourishing in Education: High Teacher Expectations, Cultural Responsiveness and Family–School Partnerships .......................................................................................213 Christine M. Rubie-Davies, Melinda Webber, and Hana Turner 11 Cooperative Learning: Theoretical Foundations and Relevance Across Cultures ........................................................237 Amanda J. Inns and Robert E. Slavin SECTION IV HOW DO I REGULATE MY STUDIES, AND WHO CAN HELP ME DO IT? 12 Integration of Socialization Influences and the Development of Self-Regulated Learning Skills: A Social-Cognitive Perspective .........................................................................................269 Timothy J. Cleary, Anastasia Kitsantas, Stephen Pape, and Jacqueline Slemp 13 Supporting Self-Regulation and Self-Determination in the Context of Music Education .............................................................295 Nancy E. Perry, Silvia Mazabel, Ben Dantzer, and Philip H. Winne Contents  vii 14 Co-Regulation: A Model for Classroom Research in a Vygotskian Perspective ...............................................................319 Mary McCaslin and Christine Calderon Vriesema 15 Motivating Engaged Participation and Generative Learning in Fully Online Course Contexts .....................................................353 Daniel T. Hickey and Christopher D. Andrews SECTION V ARE MY PEERS AND I MORE ALIKE, OR DIFFERENT, IN OUR SCHOOL MOTIVATION AND LEARNING? 16 The Need for Positive Feedback: Sociocultural Consideration of Self-Evaluative Motives in Education ...........................................381 Constantine Sedikides 17 Evolutionary Psychology and the Classroom: Implications for Theory, Research, and Practice in Motivation, Learning, Achievement, and Instruction ..........................................................401 Andrew J. Martin About the Contributors .....................................................................429 CHAPTER 1 SOCIOCULTURAL PERSPECTIVES ON SCHOOL MOTIVATION, ENGAGEMENT, AND ACHIEVEMENT Theory, Research, and Application Gregory Arief D. Liem Dennis M. McInerney It takes a village to raise a child. —African proverb The school motivation of students is closely associated with the quality of their school engagement and achievement, as well as their well-being and flourishing in other important areas of life including “the psychological, cognitive, social, and physical qualities that students need to live a happy and fulfilling life” (Organization for Economic Cooperation and Devel- opment [OECD], 2017, p. 8). Identifying facilitating conditions of school motivation and their processes is thus a meaningful educational pur- pose, both in and of itself and as a pathway to the holistic development of young people. Although motivation appears to be a largely individual-level Big Theories Revisited 2, pages 1–12 Copyright © 2018 by Information Age Publishing All rights of reproduction in any form reserved. 1