Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from UK and Hong Kong

Date

2012-02

Advisors

Journal Title

Journal ISSN

ISSN

Volume Title

Publisher

American Psycholgoical Association

Type

Article

Peer reviewed

Yes

Abstract

Is materialism systematically related to teenagers’ learning motivation as well as actual learning outcomes? The reported research tested a theoretical model of associations among materialism, achievement goals, and exam performance among teenagers. Study 1 tested the theoretical model in 4 groups of teenagers drawn from 2 different educational stages (Year 9 and Year 12) and two societies of different cultural heritage (United Kingdom and Hong Kong). Results supported the model that materialism was associated with lower intrinsic mastery goals, and higher extrinsic performance goals in all of the 4 groups. More important, 1-year longitudinal data from Hong Kong (Study 2) showed that a materialistic value orientation at an earlier time point explained decreases in mastery goals and increases in performance goals a year later. Furthermore, earlier endorsement of materialistic values also predicted later deterioration of school performance. Theoretical and practical implications of the findings are discussed.

Description

Keywords

achievement goals, materialism, adolescents, learning motivation, school performance

Citation

Ku, L., Dittmar, H., and Banerjee, R. (2012) Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from UK and Hong Kong. Journal of Educational Psychology, 104, pp. 74-86

Rights

Research Institute

Institute for Psychological Science