Cross-national differences in academic achievement: Beyond etic conceptions of children's understandings

This article reviews theory and research on cross-national (Asian vs. Ameri can) differences in academic achievement, and shows that current research: (a) has made claims about achievement motivation with little regard for con temporary theory, and (b) has formed broad assumptions about the influence of culture, while paying cursory attention to the cultural contexts of lear ning. These difficulties cast doubt on the validity of the accumulated find ings, and their practical application in the classroom. We argue that resea rchers need to integrate the social cognitive approach to achievement motiv ation-with its focus on beliefs about learning-with principles of cultural psychology-with their focus on culture and context. Further, we stress that qualitative methodologies, emphasizing meaning-making in context, can illu minate the deeper meanings that children and parents attach to school exper iences. This will enable us to build grounded theory, and help us seek deep er understandings of similarities and differences within and across culture s.