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بافت فرهنگی
In contrast, sociocultural theories consider people's inter- pretations of themselves and others to be construed inextricably within the shared beliefs, values, and interpretations of the wider cultural context.
The first stage of cross-cultural research was largely concerned with testing whether theories initially developed in Western contexts could be applied to other cultural contexts.
While he opened the door for investigat- ing motivation across a wide range of cultural contexts, his approach was criticized for placing too much emphasis on inner drives and personality patterns that were more valued in the Western context and too little emphasis on the situational factors that influ- enced achievement motivation (Maehr, 1974).
, Aposto- lou, 2013; Campbell, Barry, Joe, & Finney, 2008; Dela Rosa, 2010; King, 2015) and found them to be supported in various cultural contexts using both exploratory and confirma- tory factor analytic techniques.
These findings clearly emphasize a need for studies from other cultural contexts to identify motivational constructs that are dependent on fea- tures of different school systems and gender roles, in order to discover how and why structural curricular changes may bring about changes in school-related values.
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