Learning motivations and effort beliefs in Confucian cultural context: A dual-mode theoretical framework of achievement goal

For decades, results of international academic assessments have shown that students in the Confucian cultural circle performed outstandingly well. However, many studies also showed that East Asian students often experienced high pressure and had low interest in academic learning. The high achievement but low interest phenomenon has aroused great interest in psychologists and educators. From the emic perspective of cultural psychology, this theoretical article aims to propose (1) a dual-mode framework of achievement goals to conceptualize the motivation for academic learning and (2) two kinds of effort beliefs (obligation-oriented and improvement-oriented belief about effort) students may develop when pursuing academic achievement in societies influenced by Confucian heritage culture. Moreover, a series of empirical studies based on the framework are presented in this article to show that (1) Chinese students' academic striving is motivated not only by their interest but also by role obligation or virtue of effort, (2) students' effort beliefs could predict their learning emotion and behavioral tendency, and (3) students' effort beliefs could be influenced by their parents' and teachers' effort beliefs. The theoretical and practical implications of the framework are discussed.

Automated summary

The results of international academic assessments over the past few decades have consistently shown that students in the Confucian cultural circle perform exceptionally well. However, studies have also revealed that East Asian students often face high pressure and lack interest in academic learning. This article aims to propose a dual-mode framework of achievement goals and two kinds of effort beliefs that students may develop in societies influenced by Confucian heritage culture. Empirical studies based on this framework demonstrate that Chinese students' academic striving is motivated not only by interest but also by role obligation or virtue of effort, and that students' effort beliefs can predict their learning emotion and behavioral tendency, which can be influenced by their parents' and teachers' effort beliefs. The theoretical and practical implications are discussed.