Summary 4.3C Diversity in Education and Training - Overview of Key Concepts

4.3C Diversity in Education & Training
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PROJECT 2. Motivation and learning

Self determination theory

Possible Selves Theory

Interventions

1) Motivation and learning
► Vansteenkiste et al. (2009) – Motivational profiles from a self-determination perspective:
The quality of motivation matters
 Self-Determination Theory (SDT)
 Autonomous/volitional motivation
- Intrinsic motivation
- Well-internalized extrinsic motivation (identified)
 Controlled motivation
- External regulation
- Introjected regulation
 Motivational profiles and learning outcomes

► Hornstra et al. (2015) – Motivational teacher strategies: the role of beliefs and contextual
factors
 Self-Determination Theory (SDT)
 Autonomy-support versus control
 Motivational strategies (autonomy-supportive teaching strategies)
 Teachers’ personal beliefs and their motivational strategies
 Teachers’ perceptions of contextual pressures and their motivational strategies
 Conceptual model showing underlying reasons for autonomy-supportive and controlling
motivational strategies
 Autonomy supportive teachers

2) Motivation and learning in ethnic/cultural diverse students
► Andriessen et al. (2006) – Future goal setting, task motivation and learning of minority and
non-minority students in Dutch schools
 Future Time Perspective Theory (FTPT)
 Self-Determination Theory (SDT)
 Cross-cultural motivational processes
 Cross-cultural model
 Immigrant optimism hypothesis
 Contextual factors influence student achievement

► Oyserman (2008) – Possible selves: Identity-based motivation and school success
 Possible selves theory: mismatch social identity and academic possible selves
(stereotype threat)
 Self-concepts
 Process model  self-regulation

,  The possible self-framework
 Promotion and prevention focus

3) Intervening to promote motivation of students from minority and majority groups
► Su & Reeve (2011) – A meta-analysis of the effectiveness of intervention programs
designed to support autonomy
 Self-determination theory (SDT)
 Elements of autonomy support
 Interventions

► Schechter et al. (2011) – The role of utility value in achievement behaviour: The
importance of culture
 Utility value
- Proximal utility value
- Distal utility value
 Ripple effect



PROJECT 3. Social psychological phenomena

Stereotypes

Intergroup contact

Interventions

1) Stereotype threat and its consequences for learning
► Appel & Kronberger (2012) – Stereotypes and the achievement gap: Stereotype Threat
prior to test taking
 Stereotype
- Stereotype threat  achievement gap
- Process model of stereotype threat
- Mechanisms of stereotype threat
- 3 stages of stereotype threat
 Evidence Review: negative influence of stereotype threat not only during test taking,
but impairs stereotyped students to build abilities from the beginning

2) Stereotype threat in culturally diverse groups and its consequences for learning
► Weber et al. (2015) – Stereotype threat and the cognitive performance of adolescent
immigrants: The role of cultural identity strength
 Stereotype threat
- Cognitive imbalance
- Activation of stereotype
- Role of acculturation
- Cultural identity strength


► Kiang et al. (2016) – Model minority stereotyping, perceived discrimination, and
adjustment among adolescents from Asian American backgrounds