Cultural Differences In Motivation Research Articles

Cultural differences in motivation for consumers’ online brand-related activities on Facebook

Abstract Given the increased relevance of social networking sites (SNSs) for consumers around the globe, companies face the challenge of understanding motivations underlying consumers’ interactions with online brand-related content. Cross-cultural research on consumer motivations for online brand-related activities on SNSs, however, is limited. The present study explored, via in-depth interviews, reasons why Facebook users from individualistic (the Netherlands, the United States) and collectivistic (South Korea, Thailand) cultures engage with brand-related content. The findings provide in-depth insights, in particular, with regards to collectivistic consumers, to the varied interpretations of the motivations for COBRAs identified in previous literature. We also identified a new motivation specifically for collectivistic cultures: the desire to share an intention to purchase or try a product. Moreover, while collectivistic motivations were driven by the wish to express a sense of belonging to the social group, individualistic cultures appear to engage with brands mainly for obtaining advantages for themselves.

Cultural Differences in Motivation for Seeking Social Support and the Emotional Consequences of Receiving Support: The Role of Influence and Adjustment Goals

Previous research suggests that the benefits of different types of social support depend on cultural background. However, cultural variations in the underlying motivations for seeking social support and the emotional implications of receiving support have not yet been clearly explored. We hypothesized and found that European Americans emphasized the motivation for self-esteem as a factor in deciding to seek explicit social support (e.g., advice, emotional comfort), whereas Japanese emphasized relational concerns as a factor in deciding to seek implicit social support (e.g., the emotional comfort experienced without disclosing one’s problems). Furthermore, European Americans anticipated experiencing strong feelings of self-esteem and pride regarding receiving support, whereas Japanese anticipated experiencing strong feelings of shame and guilt. Additionally, influence goals mediated cultural differences in the motivation for self-esteem and the experience of self-esteem and pride, whereas adjustment goals ...

Modification and validation of the Treatment Self Regulation Questionnaire to assess parental motivation for HPV vaccination of adolescents

BackgroundAccording to Self-Determination Theory, the extent to which the motivation underlying behavior is self-determined or controlled influences its sustainability. This is particularly relevant for behaviors that must be repeated, such as completion of the human papillomavirus (HPV) vaccine series. To date, no measures of motivation for HPV vaccination have been developed. MethodsAs part of a larger study, parents (N=223) whose adolescents receive care at safety-net clinics completed a telephone questionnaire about HPV and the vaccine. We modified the Treatment Self-Regulation Questionnaire to assess parents’ motivation for HPV vaccination in both Spanish and English. We used confirmatory factor analysis to test a three-factor measurement model. ResultsThe three-factor model fit the data well (RMSEA=0.04, CFI=0.98, TLI=0.96), and the scales’ reliabilities were adequate (autonomous: α=0.87; introjected: α=0.72; external: α=0.72). The factor loading strength for one item was stronger for Spanish- than English-speaking participants (p<0.05); all others were equivalent. The intercorrelations among the scales ranged from −0.17 to 0.32, suggesting discriminant factors. The scales displayed the expected pattern of correlations with other psychosocial determinants of behavior. Vaccination intentions showed a strong correlation with autonomous motivation (r=0.52), but no correlation with external motivation (r=0.02), suggesting autonomous motivation may be particularly important in vaccine decision-making. ConclusionFindings support the use of three subscales to measure motivation in HPV vaccination and suggest possible cultural differences in motivation.

Cultural differences in motivation to learn

Mint számos kutatás kimutatta, a tanulással kapcsolatba hozható motivációk kulturális konstruktumok. A tanulmány az euro-amerikai és a kelet-ázsiai kultúra között jellegzetes különbségeket mutatja be ezen a téren. A kelet-ázsiai tanulók kevésbé konzisztens és kevésbé pozitív énképet hordoznak, mint nyugati társaik, ám – szemben azzal, ahogy a nyugati tanulási motivációelméletek alapján azt várni lehetne – a teljesítményüket ez nem befolyásolja negatív irányban, ami arra mutat, hogy tanulási motivációjuk viszonylag független ezektől a tényezőktől. A teljesítménymagyarázó attribúció terén a kelet-ázsiai diákok nagy hangsúlyt helyeznek az erőfeszítésre, kevésbé a képességek szerepére; a képességeket változó entitásnak tekintik, a teljesítményt pedig erősebben a szociális környezetükhöz kapcsolva ragadják meg, mint nyugati társaik, kevésbé individuálisan azoknál. A kelet-ázsiai tanulók esetében kevésbé egyértelműen választható el egymástól a külső és a belső motiváció; tanulási motivációs rendszerük leginkább a többszörös célelmélet fogalmi keretében magyarázható meg, vagyis csak a hagyományos nyugati külső/ belső motivációelmélet dichotómiájának meghaladásával. Az előzőekkel összhangban, társas tanulási helyzetekben például a kelet-ázsiai tanulók kevésbé követik a társas lazsálás elvét, mint nyugati társaik. A fenti példák is azt mutatják, hogy a kelet-ázsiai tanulók tanulási motivációs rendszere nem kielégítően magyarázható meg a nyugati pedagógiai pszichológiai magyarázóelvekkel, illetve hogy ez utóbbiakon a maguk etnocentrizmusa miatt gyökeresen változtatni kell, különben nem tudják kellő megbízhatósággal megmagyarázni a motiváció jelenségét a globalizálódó világban.

Cultural Differences in Motivation for Organizational Learning and Training

Cultural Differences in Motivation for Organizational Learning and Training

Promoting Success or Preventing Failure: Cultural Differences in Motivation by Positive and Negative Role Models

In two studies, cross-cultural differences in reactions to positive and negative role models were examined. The authors predicted that individuals from collectivistic cultures, who have a stronger prevention orientation, would be most motivated by negative role models, who highlight a strategy of avoiding failure; individuals from individualistic cultures, who have a stronger promotion focus, would be most motivated by positive role models, who highlight a strategy of pursuing success. In Study 1, the authors examined participants' reported preferences for positive and negative role models. Asian Canadian participants reported finding negative models more motivating than did European Canadians; self-construals and regulatory focus mediated cultural differences in reactions to role models. In Study 2, the authors examined the impact of role models on the academic motivation of Asian Canadian and European Canadian participants. Asian Canadians were motivated only by a negative model, and European Canadians were motivated only by a positive model.