Educational Interventions

A Sociocultural Perspective

Edited by:
Gregory Arief D. Liem, Nanyang Technological University
Dennis M. McInerney, The Education University of Hong Kong

A volume in the series: Research on Sociocultural Influences on Motivation and Learning. Editor(s): Gregory Arief D. Liem, The Education University of Hong Kong.

Call for Manuscripts


Interest in motivation interventions in education has noticeably grown in the last decade. Recent meta-analyses (Lazowki & Hulleman, 2016; Wagner & Szamosközi, 2012), systematic reviews (e.g., Rosenzweig & Wigfield, 2016), periodical special issues (Lin-Siegler, Dweck, & Cohen, 2016; Wentzel & Wigfield, 2007), and volume series (Karabenick & Urdan, 2014) have generally pointed to the effectiveness of such interventions in facilitating improvements in school motivation, engagement, and achievement. Most of these motivation interventions are grounded in major theoretical frameworks developed in the West, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and possible selves. Further, research evidence for the effectiveness of these motivation interventions seems to have primarily emerged from North American settings. Hence, it is still questionable if they are directly transferable to promoting the motivation and other educational outcomes of students with other cultural backgrounds (race, ethnicity, or nation of origin) or other sociodemographically-rooted cultural facets (gender, generation, or socioeconomic status [SES]). Indeed, considering the role of culture in fostering school motivation is especially crucial because there can be cross-cultural varieties in conceptual definition, operationalization, and manifestation of academic motivation constructs as well as the nature of the relationships of such constructs with their antecedents and consequences. This is further compounded by the differential emphasis and socialization of academic subjects (e.g., mathematics, science, humanities) across societies. Effort to consider these fundamental issues in developing, implementing, and evaluating the effectiveness of motivation interventions in education appears to be in its infancy. With this backdrop in mind, we invite scholars who have been actively involved in conducting motivation intervention research, and/or providing scholarly commentaries, to re-examine their work and ideas through a sociocultural lens. We specifically encourage them to address the following guiding questions:

What is the current status of the effectiveness of the motivation intervention of your expertise in promoting the motivational construct under focus and other desired educational outcomes? How do you apply and translate key tenets of the theoretical model/ framework that you focus on to a social-psychological intervention targeting student school motivation? What is the ‘theory of change’ underlying your intervention, that is, how do you account for the links between intervention practices and improvement in the target motivational construct? What is the process explaining positive changes in important educational outcomes (engagement, achievement) and, if relevant, psychological well-being as a result of an increase of the target motivational construct? What factors (e.g., academic subjects) are identified as moderators of the effectiveness of your theory-based motivation intervention?

To what extent are the intervention and its underpinning theoretical ideas transferable and translatable to efforts seeking to promote the school motivation and its associated educational outcomes of students with different sociodemographic and sociocultural backgrounds (e.g., race, ethnicity, nation of origin, gender, generation, SES)? What are the potential conceptual, methodological, and practical challenges of implementing an intervention developed in one culture in other cultures? What are the factors that researchers and practitioners should pay special attention to in designing, conducting, and assessing the effectiveness of an intervention in other cultures? What are your recommendations for them to heighten the likelihood that the intervention is as effective as it is intended when adopted or adapted in other cultures?

We wish to invite you to contribute a chapter to this volume. Please email an expression of interest to Assoc. Prof. Gregory Liem, gregory.liem@nie.edu.sg, and Prof. Dennis McInerney, dennis.mcinerney@acu.edu.au, by November 15th, 2018. Your expression of interest should consist of a title and a 250-500-word summary of your proposed chapter indicating how it addresses the mission of the volume. First draft manuscripts are due by April 1st, 2019. Click here to learn more about the series or direct your inquiries to the publisher, Information Age Publishing, at Infoage00@aol.com

SHARE THIS PAGE
PREVIEW
MORE INFORMATION