The Impact of Age, Gender and Cultural Variations on Achievement Motivation - Research Paper Example

The impact of age, gender, and cultural variations on achievement motivation s Submitted by s: This paper explores age, gender and cultural variations in regard to the motivation towards achievement in a variety of areas including their curriculum. Characteristic studies in this area have utilized either cognitive or motivational variables to demonstrate the differences in the achievements of various students. A very small number of students have been able to blend cognitive and motivational variables together with the appropriate student characteristics so that they can achieve a more comprehensive appreciation of the procedures that inspire the achievements of students. Furthermore, where this form of interactive studies have taken place, they have characteristically not evaluated how associations between the motivations of students and their achievements may in turn be linked to appropriate student attributes like their age, gender as well as social backgrounds. This paper endeavours to reconnoitre the link between the motivation and achievement of students while investigating how these links may differ based on the age of the students, their gender as well as their cultural backgrounds. The results of this study demonstrate that dissimilarities in these later variables are intensely associated to the dissimilarities in linkages between the motivation and achievements of students. Introduction The main purpose of this study is to: 1. Identify the relationship between the motivational coordination of students and their achievements academically in a number of varying curriculum fields 2. Demonstrate how dissimilarities in these associations are linked to variations in the age, gender and cultural variations. Connection between motivation and achievements in students Effective learning entails the capacity to self-regulate various feelings, outlooks and actions that are linked with the processes of learning particularly the capacity to activate and adequately apply various intellectual and metacognitive approaches so that one can obtain particular content has been strongly associated with the achievements of students (Shaffer, 2009). Hypothetical models that apply intellectual and metacognitive approaches in elucidating the achievements of students have not been able to explain appropriately, why students are not in a position to invoke methodologies during particular learning tasks and the reasons why students are not able transfer the appropriate strategies for a one setting to another. Therefore, these cognitive models have not clarified why the students may or may not expend, exploit efforts that will utilize or transfer methodologies. This is vital as effective utilization as well as transfer of methodologies needs effort and if the students do not use adequate effort, then their strategic knowledge will not be effective its contribution to their achievements academically. A selective utilization and transfer of strategies may be ascribed to entirely intellectual dynamics like effective conversion and prolific usage of self-regulatory procedures. Nonetheless, research has established that utilization and transfer of strategies also depends on various motivational variables, thus the degree of intellectual engagement associated with the students is based on both intellectual and motivational dynamics functioning together. Specifically, the motivational objectives associated with the students have an effect on the quality of intellect of students and the ensuing achievements in terms of academics. Notwithstanding, the interface between motivational and intellectual variables in the elucidation of the intellectual engagement of students as well as their achievements, has been sidestepped. It has been extremely common to try to elucidate the academic intellect and achievements of students in intellectual or motivational terms instead of blending the two. Assessing the relationship between motivational and intellectual variables in the manner that this study does should assist in shedding light on how the intellectual processes of students function and the impacts they have on their achievements. Age, gender and cultural variations The motivational bearings and patterns of achievements of students and the links between them are assumed to be subjective to various personal, social and cultural variables (Ryan, 2012). Even though the number of facilitating variables is high, specific variables such as age, gender and cultural variations, have demonstrated their influence on the motivation and achievements of students. Differences in Age Researchers have explored the degree of difference as well as the developmental nature of motivation in different age groups of students. Nonetheless, differences in age in motivation and achievement of students have not been the core emphasis of research (Holliman, 2013). In the cases where differences in age have been explored, there is some evidence of uniformity in the findings of different research as most studies indicate that differences in age affect the motivation and achievements of students. In terms of the motivation of students, the developmental nature of the motivation of the students has been emphasized; in particular, emphasis is placed in the manner in which the motivational bearings of the students are impacted by an intricate set of interrelating social and intellectual variables, which contrarily operate in the students’ time (Damon, Lerner & Eisenberg, 2006). Nonetheless, it is not clear how developmental procedures can affect motivational processes of the students; consequently, there are few solid theories in existence in this area, which needs significant additional investigation. However, the fact that differences in age in relation to motivation have been acknowledged across a variety of ages, and in different educational environments, provides some foundation for additional research. Differences in Gender Most of the studies that investigate the association between student’s objectives and intellectual processes have utilized samples that included male and female students. Further, very few have particularly evaluated the relationship the gender of students, their goals and intelligence and few have theorised the direction in which differences in gender might affect the motivation of students and their intellectual processes (Zimmerman & Schunk, 2011). Studies have explored differences in gender in the motivation of students while others have addressed gender differences in the patterns that are associated with the learning of students and their achievement, which may be linked to the conflicting motivational bearings (Della Chiesa, Scott & Hinton, 2012). There are studies that have identified none or only minute differences in gender in relation to these variables, therefore, there is discrepancy in the literature concerning whether or not differences in gender influence motivational bearings as well as intelligent processes. Differences in culture Numerous writers had acknowledged that Western principles dominate the psychology discipline and the cultural suppositions linked with these principles are often taken as collective. Research has demonstrated that there are considerable dissimilarities between Western and non-Western perceptions, therefore, what educators consider as psychological standards in one culture may not be appropriate in another and this is particularly true in regard to the motivation of students. Cross-cultural studies concerning motivation have become more widespread are as a consequence, recognizable comparisons and dissimilarities between intellectual processes and motivational bearings of students from various cultures have become more broadly known. Studies have distinguished between motivational bearings and associated achievement outcomes of students of various cultural backgrounds. It has also been established that the principles of students and the framework of their achievement objectives, varied depending on their cultural background (Bhattacharyya, 2010). Conversely, other studies have not identified differences in culture in terms of the motivation of students or their achievements. A survey of high school and college student that was conducted in 1994 did not identify any dissimilarity between competitive motivational bearing on Mexican and Anglo-American students even considering differences founded on the students’ degree of education or acculturation. The tasks and performance objective bearings of the different cultures of students have no considerable difference but studies that are more recent have demonstrated dissimilarities in motivational beliefs in students of particular cultural beliefs. Therefore, there is divergence in evidence concerning the nature and level of the impact of cultural dissimilarities on the motivation of students in the same manner as difference in gender. It is obvious the backgrounds of the students may have an impact on their motivation necessitating their explicit assessments, particularly where differences in culture exist in the research samples. Attitudes towards school Lastly, along with the variables swotted above, the attitudes of students regarding their schools have also been identified as having an impact on the motivation and achievement of the students (Kaplan, Karabenick & Groot, 2009). The attitudes of students towards school, especially positive attitudes in regard to the level of independence they are afforded in their learning environment, have a connection to their motivation and learning patterns (Christenson, Reschly & Wylie, 2012). Also, the attitudes if the students towards the support they receive in their schools may be increased when the school setup dynamically supports their efforts in academics while promoting their sense of belonging in the context of the school and the community. The motivational bearings of the students along with their intellectual processes may be affected by specific policies and practices that are executed in the schools. Summary The brief above shows that the age, gender and cultural variations, together with attitudes towards learning settings of students may collectively have an effect on their motivational bearings as well as achievements from an academic point of view. Nonetheless, research evidence has not been adequately categorical to allow the formulation of multiple theories in relation to the manner in which these variables influence the motivation of students. However, there is satisfactory evidence to imply that examining these dissimilarities may result in more comprehensive understanding of the interrelated processes, which are fundamental to the motivation, and achievement of students. Method Participants The data in this study was collected from one hundred students from five high schools, which were chosen from a variety of geographic and educational regions. Roughly, the same numbers of male and female students from a broad array of cultural and academic backgrounds were represented in the sample population. Measures A survey was conducted on the participants to determine understand their attitudes, motivational objective bearings and academic achievement through the collection of data regarding the academic performance of students in four areas of the curriculum namely maths, English, Science and Physical education. The academic performances of the students in the observed areas were represented by the results from their end of year exams, which were homogeneous between the curricula regions and schools. After an elimination of the missing cases, ninety-two cases were available for additional analysis and the link between the school attitudes of the students, their motivational bearings as well as their achievements were the measured through path analysis. In particular, parameters were established and measured for the groups of interest in the study where the groups of interest included: The younger students and older students Male and female students, and Migrant backgrounds and native students All the paths in the analysis of every group were measured at the same time and thus the coefficient connected to each path represented an exclusive link of the two variables connected by the path without being affected by other paths in the model. In short, the paths factors in each model are approximated in consideration of the impact of inter-connections between all the variables that exist in the model. After the parameters of the model, which were approximated in every group, were determined, appropriate comparisons between the models for each group were carried out. For instance, the parameter approximations for the make students were compared against the parameter approximations for the female students, while the approximations for the younger students were put against those of the older students and so on. Based on these assessments, the paths, which demonstrated significance in all the groups in every comparison, were singled out, and omitted from any additional analysis. The remainder included the paths that were unique to each of the groups in specific comparisons, which were consequently assessed further to reveal the appropriate dissimilarities. Results So that a standard that could be used to base an evaluation of the unique paths associated with each of the comparisons, the number of unique paths identified in each group was compared with the number of common significant paths that were shared each of the groups in the comparisons. For instance, the number of unique significant paths that were approximated for the younger and older students was compared against the number of significant paths that were common to the younger and the older students. The common and unique approximations were further split into three categories: those that connect the attitude of the students towards their school to their objective bearings, those connecting their objective bearings with their strategies and those connecting their strategies with the outcomes of their achievements. A total of the common and uniquely significant paths for every section were established relative to the total number of significant paths that were identified. Comparisons for age Significant dissimilarities between students based on their ages were identified making it apparent that the attitudes of the older students towards school are connected to their objective bearings when compared to the younger students. The attitudes of the older students in regard to the level of academic support they receive at school along with their sense of belonging to the school, are connect by four paths to their objective bearing. In the case of the younger students, only a single path can be identified between their attitudes of academic support and bearings towards avoiding schoolwork. Further, it can be assumed that the older students have a stronger connection to the outcomes of their achievement when compared to the younger students and a different path connects the objectives of the older and the younger students with their strategies. Comparisons for gender The study revealed significant modelled dissimilarities between students based on their gender particularly demonstrating that the objectives of the female students are connected more strongly to their strategies than those of male students. In effect, no unique and significant paths connect the objectives of the male students with their strategies while seven unique, significant paths connect the objectives of the female students with their strategies. Furthermore, the strategies associated with the female students, especially their regulatory strategies, seem to be more strongly associated with their achievements when compared to the male students. Comparisons for culture The sense of belonging of the native students is more broadly linked with their objectives that in the case of the migrant students and in the same manner, the objectives of the native students are more broadly linked with the use of their strategies compared to the students with immigrant backgrounds. Six distinctive and statistically noteworthy paths connect the objectives of the native students to their strategies compared to only three for students with migrant backgrounds. Specifically, the mastery of objectives by the native students is exclusive and broadly related to their utilization of strategies, but this is not evident in the students from migrant backgrounds. In concluding, the strategies of the native students are more broadly associated with their achievements as compared to those of the students with the migrant backgrounds. Discussion In general, there is are considerable dissimilarities in the associations between students attitudes towards school, their objectives as well as the outcomes of their achievements based on their age, gender and cultural variations. Differences in age The discovery that the strategies associated with the older students are more broadly linked with the outcomes of their achievements are not surprising as previous studies have demonstrated that older students have a higher ability to employ strategies, which can improve their achievements academically. However, it is important to note that in this study, the difference in ages between the older and the younger students is relatively small. In this study, the older students were only a year ahead of the younger students and the average difference between the ages of the sample groups was 1.2 years. Therefore, even though this study is cross-sectional and not longitudinal, it still implicates demonstrates the quick evolution in the intelligence of students that may take place in their middle school years. Additionally, this study also implies that the attitudes of the older students in regard to school are more noticeable connections of their objective bearings than for the younger students. This means that the motivational bearings of the older students are more broadly linked with their attitudes towards school when compared to the younger students. This discovery is consistent with earlier studies, which have suggested that as students go through middle school, the significance of their attitudes towards school, in relation to their academic motivation, continues to increase. This may be considered as both positive and negative development as for instance, in this study, all the paths that connect the attitudes of the older students towards school with their objective bearings are positive. Furthermore, the same objectives are positively associated with the strategies used by the older students along with their achievements. Differences in gender The study demonstrated that the objective bearings of the female students are associated to their usage of strategy in ways that are complicated when compared to the male students. This means that the use of strategies by the female students is more complicated in terms of motivation when compared to their male counterparts as their use of strategy is influenced by their distinctive, noteworthy and interrelating motivational bearings. Assessing the unique connections between the strategies of the female students and the outcomes of their achievements demonstrates interrelated and varying patterns of association. For instance, the achievements of the female students in English are related to their planning and regulation of strategies while their regulating strategies are linked to their achievements in maths, English as well as physical education. Conversely, unique connections between the strategies used by the male students and their achievements did not demonstrate similar characteristics in terms of interactivity and varying effects. Cultural differences Relationship patterns between the attitudes of students towards school, their objective and their achievements also seem to differ significantly depending on the cultural backgrounds of the students. Considering connections between the attitudes of the students towards school and their objective bearings, it become obvious that the sense of belonging to the school associated with the native students is more strongly linked with their objective bearing compared to the students from migrant backgrounds. This suggests that the motivational objectives of the students who are originally from this country may be significantly affected by their sense of belonging compared to the students who come from migrant backgrounds. It may be assumed that in the case where the sense of belonging to the school associated with the students from migrant backgrounds is connected with their objectives, the connection is not similar to the one identified in native students. It is also clear that the strategies of the native students are connected in a broader way to their achievements when compared to that of the students from migrant backgrounds. Conclusion This study develops two significant conclusions where the first is that age, gender and cultural variations of students may all be relevant pointers of dissimilarities in connections between their attitudes towards school, their goals and the outcomes associated with their achievements. Secondly, the practitioners and researchers are progressively becoming concerned with the modification of the motivational bearings of students and their intellectual processes and this study may be a source of encouragement as well as a challenge in regard to these efforts. The fact that the attitudes of students towards their school may provide some degree of encouragement in the abilities of the practitioners to make modifications that will have a positive effect on the academic motivation and achievements of the students. Bibliography Bhattacharyya, D. 2010, Cross-cultural management, PHI Learning Ldt, New Delhi. Christenson, S., Reschly, A., & Wylie, C. 2012, Handbook of research on student engagement, Springer, New York. Damon, W., Lerner, R., & Eisenberg, N. 2006, Handbook of Child Psychology Volume 3, John Wiley & Sons, Hoboken. Della Chiesa, B., Scott, J., & Hinton, C. 2012, Languages in a global world, OECD, Paris. Holliman, A. 2013, The Routledge Companion to Educational Psychology, Taylor and Francis, Hoboken. Kaplan, A., Karabenick, S., & Groot, E. 2009, Culture, self, and, motivation, Information Age Pub, Charlotte, NC. Ryan, R. 2012, The Oxford handbook of human motivation, Oxford University Press, New York. Shaffer, D. 2009, Social and personality development, Wadsworth/Cengage Learning, Australia. Zimmerman, B., & Schunk, D. 2011, Handbook of self-regulation of learning and performance, Routledge, New York. Read More