Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture
Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture
复制标题
DOI：
10.1080/00207590544000068
复制
发表时间：
2006-08-01
影响因子：
3.2
通讯作者：
Park, Young-Shin
中科院分区：
文献类型：
--
作者：
Kim, Uichol;Park, Young-Shin
本文探讨了韩国学生取得高教育成就的因素。作者概述了强调生物学基础的心理学和教育理论的局限性（即，先天能力，智商），个人主义价值观（例如，内在动机，能力归因和自尊），和结构特征（e。例如，在一个实施例中，高教育支出，小班教学和个性化教学）。虽然韩国政府在每个学生身上的花费少得多，班级规模大，强调合作学习，学生的自我概念较低，但他们在阅读、数学和科学方面的表现优于西方同行（国家教育统计中心，2000年;经济合作与发展组织，2003年）。本土心理学的方法是用来检查的因素，解释韩国学生的高学术成就。回顾了自我效能感在个体层面、社会支持在关系层面和儒家价值观在文化层面的作用的实证研究。首先，韩国人将教育视为自我修养的一部分，并将其视为实现个人，社会和职业成功的一种方式。其次，韩国人不相信天赋，而是相信通过不懈的努力和训练可以获得。第三，父母在维持牢固的关系纽带和影响子女一生的成就方面发挥着关键作用。父母的牺牲和支持是孩子成功的重要因素。第四，据报道，情感支持而不是信息支持是最重要的。第五，没有发现自利偏见：学生把他们的成功归因于努力，把失败归因于缺乏努力和能力。最后，尽管西方理论认为内疚和外部压力会产生负面后果，但事实恰恰相反。在韩国，孩子们对父母的奉献、牺牲和支持有一种负债感。这促进了孝道和学术成就。父母的期望和压力对子女的学业成绩有正向影响。
This paper examines the factors that contribute to the high educational achievement of Korean students. The authors outline the limitations of psychological and educational theories that emphasize the biological basis (i.e., innate ability, IQ), individualistic values (e.g., intrinsic motivation, ability attribution, and self-esteem), and structural features ( e. g., high educational spending, small class size, and individualized instruction). Although the Korean government spends significantly less per student, class size is larger, cooperative learning is emphasized, and students have lower self-concepts, they outperform their Western counterparts in reading, mathematics, and sciences ( National Center for Educational Statistics, 2000; Organization for Economic Co-operation and Development, 2003). The indigenous psychology approach is used to examine factors that explain the high academic achievement of Korean students. Empirical studies that examine the role of self-efficacy at the individual level, social support at the relational level, and Confucian values at the cultural level are reviewed. First, Koreans view education as a part of self-cultivation that is pursued for its own sake and as a way to achieve personal, social, and occupational success. Second, Koreans do not believe in innate ability but believe it can be acquired through persistent effort and discipline. Third, parents play a key role in maintaining a strong relational bond and influencing their children's achievement throughout their lives. The sacrifice and support provided by parents are essential ingredients for their children's success. Fourth, emotional support, rather than informational support, is reported to be the most important. Fifth, self-serving bias has not been found: Students attribute their success to effort and failure to a lack of effort and ability. Finally, although Western theories assume guilt and external pressure to have negative consequences, the reverse is the case. In Korea, children feel a sense of indebtedness toward their parents for all their devotion, sacrifice, and support. This promotes filial piety and academic achievement. Parental expectation and pressure had positive impact on their children's academic achievement.