Achievement Motivation

Learning and Individual Differences 20 (2010) 579–592

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Learning and Individual Differences
j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / l i n d i f

Culture, motivation, and reading achievement: High school students in 41 countries
Ming Ming Chiu a,⁎, Bonnie Wing Yin Chow b
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State University of New York -Buffalo, USA University of Oxford, United Kingdom

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a b s t r a c t
This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in other countries. Also, the link between extrinsic motivation and achievement was weaker for both boys and girls in more masculine countries than those in other countries, supporting the view that discouraging students from their preferred non-traditional career tracks reduces competition for the remaining students. This reduces the impact of extrinsic motivation on reading achievement for both types of students. Students with more family cultural capital (cultural possessions and cultural communication) had higher interest in reading, extrinsic motivation, effort and perseverance, and higher reading achievement than other students. These findings can inform education policy to improve students' reading achievement. © 2010 Elsevier Inc. All rights reserved.

Article history: Received 31 July 2009 Received in revised form 23 March 2010 Accepted 28 March 2010 Keywords: Family structure Cultural capital Reading achievement Motivation Cross-cultural studies

1. Introduction The objects, conditions or characteristics that a society considers important (its cultural values) can shape its members' attitudes, priorities, and ultimately their... [continues]

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