Autonomy,culture, and well-being: The benefits of inclusive autonomy |
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Authors: | Duane Rudy Kennon M. Sheldon Tsasha Awong Hwee Hoon Tan |
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Affiliation: | 1. Department of Human Development and Family Studies, University of Missouri-Columbia, 314 Gentry Hall, MO, USA;2. University of Toronto, Ont., Canada;3. Singapore Management University, Singapore;4. Department of Psychological Sciences, University of Missouri-Columbia, 314 Gentry Hall, MO, USA |
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Abstract: | In an attempt to understand cultural variation in motivation, we distinguished between the type of motivation (ranging from controlled to autonomous, as conventionally measured) and the subject of motivation (“I” vs. “my family and I”), creating measures of individual and inclusive academic motivation. Support was found for three hypotheses. First, Chinese Canadian and Singaporean students felt less relative autonomy than European Canadian students, on both the inclusive and individual measures. Second, individual relative autonomy was associated with psychological well-being (WB) for European Canadians and Chinese Canadians (Study 1), and Singaporeans (Study 2). Third, inclusive relative autonomy was associated with psychological well-being for Chinese Canadians and Singaporeans, but not European Canadians. Exploratory analyses are also presented, and implications for the theory and measurement of autonomy are discussed. |
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Keywords: | Cross-cultural differences Motivation Self-determination Academic achievement motivation Chinese cultural groups Well being Individuality |
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