Motivation and performance: Uncertainty regulation in Canada and Japan

Abstract

In a field study involving university students from Canada and Japan, we tested hypotheses from the theory of uncertainty orientation (Sorrentino and Roney in The uncertain mind: Individual differences in facing the unknown. Psychology Press, Philadelphia 2000). Consistent with previous research, those possessing an uncertainty orientation that matched their culture’s predominant style of uncertainty regulation perceived a better student-classroom fit than those who did not match their culture’s predominant style of uncertainty regulation. More importantly, we predicted and found that actual course grades varied as a function of the culture’s style of uncertainty regulation in interaction with the participant’s uncertainty orientation and achievement-related motives. Implications of these findings and applied relevance are discussed.