AUTHOR=Li Guan Ying , Fwu Bih-Jen , Yang Tong-Rong , Chen Yi-Kai 

TITLE=To approach or to avoid: The quadripolar model of achievement motivation revisited in a Confucian-heritage context

JOURNAL=Frontiers in Psychology

VOLUME=Volume 13 - 2022

YEAR=2023

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1046775

DOI=10.3389/fpsyg.2022.1046775

ISSN=1664-1078

ABSTRACT=Academic challenges and failure are inevitable in the pursuit of higher education. According to the self-worth theory, trying hard but failing implies low ability that would be a threat to personal worth, thus preventing students from approaching academic challenges. Nevertheless, previous studies have shown that students in the Confucian-heritage contexts (CHCs) tend to persist rather than quit in the face of academic failure. According to the role obligation theory of self-cultivation (ROT), the CHC learners would perceive academic failure from personal and interpersonal perspectives. The former refers to personal obligations to exert oneself toward the ultimate good, and the latter refers to fulfilling filial obligations to parents by achieving academic excellence. Given the fundamental differences in learners’ perceptions of academic failure between the CHCs and the Western, Educated, Industrialized, Rich, and Democratic (WEIRD) contexts, this study examined the applicability of the quadripolar model of achievement motivation in a CHC higher education institution. Results of confirmatory factor analysis (CFA) supported a two-factor model of fear of failure, including a personal and an interpersonal aspect. Latent class analysis (LCA) showed that apart from the four existing categories of the quadripolar model, two additional CHC categories emerged from the sample. The two CHC categories constituted half of the sample and demonstrated different learner characteristics compared with their corresponding quadripolar categories. The differences were evident in levels of emotional distress and academic risk-taking tendency. The results may help debunk the myth that learner characteristics in the CHCs are identical to those observed in the WEIRD contexts. The fundamental differences in FF further indicated the inadequacy of the self-worth theory in explaining achievement motivation in the CHCs where relationalism and role obligations are significant parts of the cultural traditions.