02188nam a22001697a 450000500170000000800410001702200160005810000580007424501040013226000790023630000140031544000730032950000650040252014000046765001010186785600500196820250116114956.0250116b        |||||||| |||| 00| 0 eng d  a0022-0973    aRonnel B. Kinga , Hui Wangb , and Dennis M. McInerney  aStudents Who Want to Contribute to Society Have OptimalLearning-Related Outcomesb(Journal Article)  aPhiladelphia, USA b: Taylor and Francis Group and Routledge c,March 2024  a466-484p.  aThe Journal of Experimental Education  vVolume 92: Number 3-4, 2024  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: 
One of education’s primary goals is to cultivate citizens who want tocontribute to society. However, surprisingly little research has been con-ducted on how students’ desire to contribute to society is related tocrucial learning-related outcomes. The aim of this study was to examinehow the desire to contribute to one’s society, which we call societalmotivation for shorthand, is associated with optimal learning-relatedoutcomes such as self-regulated learning, deep learning, and achieve-ment. The sample included 8,773 secondary school students from HongKong. The mean age of the students was 13.28 (SD ¼ 1.09) years old.Students were asked to respond to self-reported surveys and answerachievement tests across two-time points, one year apart. Structuralequation modeling was used to analyze the data. Results indicated thatTime 1 societal motivation positively predicted Time 2 self-regulatedlearning and deep learning. These associations held despite controllingfor auto-regressive effects and other relevant covariates such as Time 1goals (mastery, performance, social, and extrinsic) and demographic vari-ables. Our results showed that societal motivation is associated withoptimal learning-related outcomes. This paper has theoretical implica-tions for educational research by showing that societal motivation is animportant yet neglected aspect of student motivation.  aContribute to society;mastery goal; performancegoal; self-regulatedlearning; societal motivation  uhttps://doi.org/10.1080/00220973.2022.2146039