How Cultural Beliefs Could Translate Into Teaching Practices: The Role of Approach-Avoidance-Motivation

• In Event: Transformative Experiences to Build Teaching Competencies That Connects Content and Context With Culture

Abstract

While sociocultural diversity is increasing in German classrooms, immigrant students’ still lag behind their majority peers’ achievement. One factor that might contribute to educational disparities are teachers’ cultural beliefs. Yet, little is known about the underlying processes through which cultural beliefs shape teaching behaviors, such as approach-avoidance tendencies towards (minority) students. To fill this gap, we conducted two studies: In the first study, we used questionnaires to investigate the correlations between cultural beliefs and approach-avoidance motivation. The positive findings served as starting point for an experimental design in which we assessed approach-avoidance motivation with a computer task and reaction time data. The studies are part of a research program on the mechanisms how beliefs and motivation interact and shape behaviors.

Authors

• Axinja Hachfeld, University of Constance

• Diana Lemmer, University of Constance

• Jana Nikitin, University of Basel

• Adam Hahn, The University of Cologne