Abstract
Cultures shape the types of goals that students pursue in the classroom. However, research in achievement goal theory seems
to have neglected this cultural aspect with its exclusive focus on individualistically-based goals such as mastery and performance
goals. This emphasis on mastery and performance goals may reflect Western individualist psychological thinking. Thus, social
goals, which may be more salient in collectivist cultures, are relatively neglected. There is a dearth of studies investigating
the role of social goals in academic motivation, and the few studies that did explore them are somewhat problematic. This
paper reviews research done within the achievement goal theory, considers the need for more studies on social goals, and concludes
with the argument that social goals are important in understanding student motivation especially in collectivist cultures.
to have neglected this cultural aspect with its exclusive focus on individualistically-based goals such as mastery and performance
goals. This emphasis on mastery and performance goals may reflect Western individualist psychological thinking. Thus, social
goals, which may be more salient in collectivist cultures, are relatively neglected. There is a dearth of studies investigating
the role of social goals in academic motivation, and the few studies that did explore them are somewhat problematic. This
paper reviews research done within the achievement goal theory, considers the need for more studies on social goals, and concludes
with the argument that social goals are important in understanding student motivation especially in collectivist cultures.
- Content Type Journal Article
- Category Reflections
- Pages 1-5
- DOI 10.1007/s12646-011-0140-8
- Authors
- Ronnel B. King, The University of Hong Kong, Faculty of Education, Room 101 Hui Oi Chow Bldg, Pokfulam, Hong Kong
- David A. Watkins, The University of Hong Kong, Faculty of Education, Room 101 Hui Oi Chow Bldg, Pokfulam, Hong Kong
- Journal Psychological Studies
- Online ISSN 0974-9861
- Print ISSN 0033-2968