Promoting Motivation and Learning in Contexts
Sociocultural Perspectives on Educational Interventions
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.
The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to re-assess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educational interventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.
Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive, Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles, Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.
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