"The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to re-assess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educational interventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions"--
Chapter
1. Culturally Relevant and Responsive Educational Interventions:
Placing Culture at the Heart of Designing, Implementing, and Evaluating
Motivation and Learning Enhancement Programs; Gregory Arief D. Liem and
Dennis M. McInerney.
Chapter
2. Sociocultural Influences on Teachers' Reactions to an Intervention
to Help Them Become More Autonomy Supportive; Johnmarshall Reeve and Sung
Hyeon Cheon.
Chapter
3. Strengthening Adolescents' Confidence to Learn: Considering
Sociocultural Influences; Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong.
Chapter
4. Promoting Learning for All in Motivationally Supportive,
Culturally Responsive, Inclusive Environments; Akane Zusho and Denise
Prieto.
Chapter
5. Sociocultural Processes in Identity-Based Motivational
Interventions: A Dynamic Systems Perspective; Avi Kaplan, Ishwar Bridgelal,
and Joanna K. Garner.
Chapter
6. Passion in Education: Theory, Research, and Applications; Robert
J. Vallerand, Tanya Chichekian, and Virginie Paquette.
Chapter
7. Implementation of Self-Regulated Learning-Focused Interventions in
Schools: The Intersection of Sociocultural Factors and Social Validity
Principles; Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline
Slemp, and Devora Panish.
Chapter
8. Transformative Learning Within Cultural Spaces: Transformative
Experience Interventions Through the Lens of Culturally Relevant Pedagogy;
Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis.
Chapter
9. Teaching Mental Contrasting to Facilitate Educational Attainment
Across Sociocultural Contexts; A. Timur Sevincer and Gabriele Oettingen.
Chapter
10. Sociocultural Considerations in Understanding Test Anxiety, Its
Implications on Achievement, and Contextually Appropriate Interventions; Lay
See Yeo and Winston Wee Meng Ong.
Chapter
11. Sociocultural Considerations for Mindfulness-Based Interventions
in Education; Stacy L. Bender, Jessica Janze, and Sadie Cathcart.
Chapter
12. Hope Interventions for Students: Integrating Cultural
Perspectives; Allan B. I. Bernardo and Holly, H. Y. Sit.
Chapter
13. A Sociocultural Perspective on Youth Entrepreneurship Education:
A Case Study From the Southern Highlands of Tanzania; Tamara Ginger Weiss
Rhodes.
Chapter
14. No Soy de Aquķ ni Soy de Allį: Using Multiple Methods to Share
Stories That Address the Cultural Diaspora of American Individualism for
Latino Students; Beatriz Pacheco and Thomas Malewitz.
About the Editors.
About the Contributors.
Gregory Arief D. Liem, Nanyang Technological University
Dennis M. McInerney, The Education University of Hong Kong
