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# brief zhu2011
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Zhu, Y., & Leung, F. K. (2011). Motivation and achievement: Is there an East Asian model? *International Journal of Science and Mathematics Education, 9*(5), 1189-1212.
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**Jack Tsai**
2021/3/9
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## Intro (1/5)
Why do we consider two models of East Asia/West in this paper? There are three main reasons.
1. multi-dimentional:
2. complex nature:
3. culture difference:
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## Intro (2/5) multi-dimensional:
motivation 有很多種定義與`測量方式`。
- Kleinginna & Kleinginna (1981) found 102 statements about the concept of motivation.
- Green (1995): initiation (引起), intensity (強度), persistence(堅毅).
- Franken (1994): arousal (喚起), direction, persistence.
- Hebb (1995): continuity (連續性), Deci & Ryan (1985): energization (激勵、充能), Simms (1998): performance.
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## Intro (3/5) complex nature:
- 1930s, Clark Hull’s ==drive reduction theory== (驅力減低論): motivation as the desire to reduce drives to a state of neutrality.
- 1950s, Victor Vroom’s ==expectancy-value theory== (期望-價值理論): Expectancy and instrumentality are attitudes (cognitions), whereas valence is rooted in an individual's value system.
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Motivational Force (MF) = Expectancy * Instrumentality * Valence.
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- 1970s, Deci & Ryan’s ==self-determination theory== (自我決定論). humans have three innate needs: competence, **autonomy**, and relatedness.
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### Intro (3/5) classification of motivations
#### intrinsic motivation: 3 types (Vallerand et al., 1992)
- to know (pleasure)
- to accomplish things (satisfaction)
- to experience stimulation (stimulating sensations)
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#### extrinsic motivation: 4 types (Deci & Ryan, 1985)
continuum of autonomy
- external regulation
- introjected regulation
- identified regulation
- integrated regulation
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### Intro (4/5) : motivations were not opposites
- intrinsic and extrinsic motivation may not be polar opposites.(Lepper et al., 2005)
- people can be high in both or low in both motivations. (Lepper & Henderlong, 2000)
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### Intro (5/5) : culture difference:
- "learning cannot be separated from achievement." (Ng, 2003)
- Asian tends to derive their motivations from what benefits others/ groups. Western tends to have self-benefiting motivations.
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### Method (1/3) students
- TIMSS 2003, 8th grade.
- 49 edu systems.
| system | code | sample |
| :------: | :-----: | :-----: |
| Hong Kong | HKG | 4,972 |
| Japan | JPN | 4,856 |
| Korea | KOR | 5,309 |
| Singapore | SGP | 6,018 |
| Taipei | TWN | 5,379 |
| Australia | AUS | 4,791 |
| England | ENG | 2,830 |
| Netherlands | NLD | 3,065 |
| United States | USA | 8,912 |
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### Method (2/3) measures
- PLM: pleasure-oriented motivation (intrinsic)
| item | meaning |
| :--: | :-- |
| BSBMTMOR | more maths |
| BSBMTENJ | enjoy maths |
| BSBMAJOB | like a job involved maths |
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- PRM: productivity-oriented motivation (extrinsic)
| item | meaning |
| :--: | :-- |
| BSBMAHDL | maths help me in daily life|
| BSBMAOSS | need math to learn others subjects|
| BSBMAUNI | do well in maths to get into university of my choice|
| BSBMAGET | do well in math to get job I want|
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### Method (3/3) data analysis
* multiple imputation: computing proficiency scores in TIMSS.
1. EFA (principal component factor analysis)
2. weighted data
3. t-test (cross-system)
4. reversd data
5. correlation (PLM, PRM, MA)
6. regression analysis (MA ~ PLM + PRM)
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### Results (1/2) corr
Only NLD has a negative coef in the relationship b/w PRM and MA.
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### Results (2/2) lm
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PLM 跟 PRM 高度相關，應該要處理？
**Or It will violate the local independence assumption.**
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### Exp (1/3) twn
|fig 1 | fig 2 |
| :----: | :----: |
|  | |
| Corr =! 0 (std)| Corr == 0 (est)|
- fig 2 接近文中的 linear model analysis。 兩邊的影響都是正的。
- fig 1 納入了 PLM 與 PRM 的相關，PRM 對 MAT 的影響卻轉為負（-0.13）。
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### Exp (2/3) usa
|fig 1 | fig 2 |
| :----: | :----: |
| | |
| Corr != 0 (std)| Corr == 0 (est)|
- fig 2 接近文中的 linear model analysis。 PRM 的影響是負的。
- fig 1 納入了 PLM 與 PRM 的相關，PRM 對 MAT 的影響仍為負（-0.13）。
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## Exp (3/3) 真的存在作者所說的二種模式嗎？？？
- 如果單獨考慮外在動機（partial corr），其實對數學成績都是負向影響？
- 在`lm` 中，外在動機對數學之所以在東亞國家中看起來有正向影響，那是因為受到內在動機的調節影響？
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### Conclusions ?
- East and West had different views on the nature of human beings.
- East Asians believe that human beings need some “push” in learning.
- Westerners believe that it is enough to arouse students’ interest for them to be initiated to learn.
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