Abstract
In the past two decades, the focus of motivation and learning research has shifted from individual differences in personality to the cognitive, situational and contextual determinants of achievement. Situated learning research (Resnick, 1987; Rogoff, 1990) and cross-cultural studies (see for example, Salili, 1994, Salili, 1995; Stevenson et al., 1990) have revealed the dynamic interaction of individuals and their context in the development of motivation, cognition and learning (Volet, in press).
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Salili, F., Chiu, Cy., Hong, Yy. (2001). The Culture and Context of Learning. In: Salili, F., Chiu, C.Y., Hong, Y.Y. (eds) Student Motivation. Plenum Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1273-8_1
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DOI: https://doi.org/10.1007/978-1-4615-1273-8_1
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