Indigenous psychological analysis of academic achievement in Korea: The influence of self‐efficacy, parents, and culture

Abstract

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.