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title: brief_zhu2011
tags: [EdData2021, ' Talk']

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# brief zhu2011
:::success
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.
:::

**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.

---

## 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.
:::info
Motivational Force (MF) = Expectancy * Instrumentality * Valence.
:::

- 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

---

![](https://i.imgur.com/iZy7hPc.png)

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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 |

---

### Method (2/3) measures

- PLM: pleasure-oriented motivation (intrinsic)

| item | meaning |
| :--: | :-- |
| BSBMTMOR | more maths |
| BSBMTENJ | enjoy maths |
| BSBMAJOB | like a job involved maths |

---

- 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|


---

### 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

![](https://i.imgur.com/D9uyWpw.png)

Only NLD has a negative coef in the relationship b/w PRM and MA.

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### Results (2/2) lm

![](https://i.imgur.com/YYoQznn.png)

:::danger
PLM 跟 PRM 高度相關，應該要處理？ 
**Or It will violate the local independence assumption.**
:::

---

### Exp (1/3) twn

|fig 1 | fig 2 |
| :----: | :----: | 
| ![](https://i.imgur.com/p539O86.png) | ![](https://i.imgur.com/wOTsEQB.png)| 
 | 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）。


---

### Exp (2/3) usa

|fig 1 | fig 2 |
| :----: | :----: | 
| ![](https://i.imgur.com/rwt5FEW.png)| ![](https://i.imgur.com/HNuLKPS.png)| 
 | 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）。

---

## 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？

---

### 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.