Motivation, Emotion, and Cognition : Integrative Perspectives On Intellectual Functioning and Development

FIG. 14.3. Diagram for dynamic relationships among purpose, process,

achievement, and affect in beliefs about learning.

TABLE 14.1

Components and Dimensions of U.S. and Chinese Beliefs About Learning

U.S. Chinese

Purpose of Learning
Cultivate the mind–understand the world Perfect oneself morally–socially
Develop one’s ability–skill Acquire knowledge–skills for self
Reach personal goals Contribute to society
Process of Learning
Engage actively Resolve
Think Diligence
Inquire Endurance of hardship
Communicate Perseverance
Concentration
(Learning virtues)
Kinds of Achievement
Understanding of essentials–expertise Breadth-depth–mastery of knowledge
Personal insights–creative problem solving Application of knowledge
Being the best one can be Unity of knowledge and moral character
Affect
Positive Commitment (“establish one’s will”)
Curiosity–interest–motivation Love–passion–thirst (may not favor intrinsic
source, but cultivated affect, including per-
sonal, social, spiritual, or moral)

Intrinsic enjoyment

Challenging attitudes Respect

Pride for achievement Calmness–humility for achievement

Negative

Indifference–boredom Lack of desire

Extrinsic motivation Arrogance

Disappointment–low self-esteem for failure Shame–guilt for failure

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