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Achievement Motivation in Education  

Judith Meece and Charlotte Agger

Achievement motivation theories are used to understand gender discrepancies in motivation across various academic domains. Early on in the field of motivation research, researchers commonly used an attribution framework to study achievement-related outcomes among men and women. Self-efficacy theory and a revised expectancy-value theory of achievement-related choices dominate the current literature on gender differences and achievement motivation. Current trends in research on gender and academic motivation include the shifting and expanding of theoretical frameworks, a new focus on the motivation and achievement of male students, and the use of advanced methodologies and cross-national data to conduct comparative research on gender and patterns of motivation.

Article

Educational Leadership and Self-Determination Theory in Collectivist Cultures  

Amrita Kaur and Mohammad Noman

The nature of practices of educational leaders and their outcome in terms of productivity and teacher motivation are greatly shaped by the sociocultural norms that regulate them. The sociocultural norms proposed by Hofstede are widely considered as the benchmark for national cultural examination and comparison, which suggests that collectivist cultures are characterized by higher scores on power distance and uncertainty avoidance and lower on individualism, masculinity, long-term orientation, and indulgence. These dimensions may exert positive, negative, or mixed influence, especially on organizations such as schools that constitute intricate work structures with a variety of stakeholders influencing them from multiple directions. Educational leadership for effective change in school requires the ability to integrate traditional sociocultural norms with the global principles for effective outcomes. Work settings in collectivists cultures are characterized by hierarchy based on age, seniority, or position, and authority, conformity, and compliance are some of the prevalent elements that influence Asian school leadership practices. The issue of developing leadership practices by merging Western principles with indigenous ways that encourages more democratic participation of teachers is always been critical to effective leadership practices. In the context of work-organization, self-determination theory (SDT) has emerged as an effective motivational theory that proposes autonomy, competence, and relatedness as three universal psychological needs; satisfaction of these needs would predict optimal outcomes. Providing autonomous work environments has been widely found to be the most effective of these principles that lead to higher productivity and enhanced teacher motivation. We propose that just like their individualistic culture counterparts, it is possible for school leaders in predominantly collectivist cultures to function in a need-supporting way to provide autonomous work environment for their teachers to yield desired outcomes.

Article

Cognitive Regulation  

Dale H. Schunk and Maria K. DiBenedetto

Cognitive regulation refers to the self-directed regulation of cognitions (thoughts, beliefs, affects) toward the attainment of goals. Cognitive regulation can occur before individuals engage in tasks, while they are working on them, and during pauses or when tasks are completed where individuals reflect on their performances. Researchers have addressed which cognitive regulation processes are used during various phases of task engagement, how these processes differ among individuals due to ability and achievement levels and due to development, how cognitive regulation processes operate during task engagement, and which interventions can effectively help persons become better cognitive regulators. The implications of the research findings are that teachers and others can help learners improve their cognitive regulation skills. Some important processes are goal setting, strategy use and adaptation, monitoring of cognition and performance, motivation (e.g., self-efficacy), and self-evaluation. Effective interventions expose students to models displaying these skills and provide for practice with feedback. There are six limitations of the present research that should be addressed. This can be accomplished by conducting more intervention studies, examining fine-grained changes in cognitive regulation, conducting research in non-traditional contexts, integrating the educational and developmental literatures, exploring cognitive regulation across cultures, and investigating cognitive regulation during learning with technology.

Article

Managing Leadership Dilemmas  

Carol Cardno

Some of the most complex and challenging problems that arise for educational leaders are actually “leadership dilemmas.” This type of dilemma, which must be owned by the leader, contains a strong tension between a desire to achieve the goals of the organization and simultaneously preserve positive relationships. Performance appraisal is one of the main contexts in which this dilemma arises for the leader. In most cases it is not recognized or is avoided because of its potential to create conflict and unpleasantness. Common avoidance approaches include polarizing the strands of the dilemma and attending to either an organizational demand or a relationship concern, and in such cases the problem is only partly solved and resurfaces at a later date. Because there is often a high level of anxiety experienced by both parties in staff appraisal situations, the avoidance of dilemmas is ubiquitous and poor performance is not confronted. Consequently, many significant issues that impact on student learning are not attended to effectively, and these problems persist and recur. When educational leaders are motivated to deal with these extremely difficult problems, they must engage in a learning loop that allows them to reflect on and change values that do not lead to long-term problem resolution. They must be willing to surface and confront the conflict inherent in a leadership dilemma. This involves understanding the nature of a leadership dilemma and being able to analyze the defensive theory of action that blocks learning when conflict is present. It involves knowing about and practicing an alternative theory of action that can guide efforts to be productive in addressing the problem. In order to manage leadership dilemmas, specific skills for double-loop learning, such as the Triple I approach, must be acquired and internalized so that productive conversations can occur.