Theories Explanation

📖 Theories Explained

The differences between the Asian and Western educational systems need a reflection and measure. Comparing and contrasting the theories behind the students and how they learn and using culture to guide our education system, these theories will form the basis on which to see why the reasons ofwell-being, motivation, and identity look between the systems.

🎖️Achievement Motivation Theory

McClelland's achievement motivation theory, which believes achievement motivation refers to the self-driven force produced by outstanding individuals in the competition of the survival of the fitted, the motivation of the individual hope to perform the important and challenging to the individual activity, to achieve excellence and good work results in the activity, and to catch up with and get ahead of the others (McClelland, 1961).

In Education, students are driven either by excitement about success or by avoiding failure

How Motivation Shapes Student Experience

Supports Self-Regulated Learning:

Motivated students set goals, monitor their progress, and adjust strategies. This active approach leads to greater academic resilience and sustained engagement over time.

Directs Attention and Effort:

Motivation determines where students focus their attention, how much effort they put forth, and how they persist through challenges and setbacks. Highly motivated students willingly engage with difficult tasks, persevere longer, and are more likely to overcome learning obstacles.

Motification and critical thinking work in conjunction:

Students who are motivated by mastery (wanting to learn and improve) as opposed to performance (hope for others to see their abilities) think more critically, become more motivated to learn, and are more open minded. This has an effect on high-level achievement and the ability to handle real world complex problems.

Cultural Considerations:

The manifestations of motivation, and ways to support it, or not, may differ culturally. Autonomous needs, competence needs, and belonging needs are not culturally specific; how these needs are supported can change. Culturally responsive, autonomy-rich environments enrich the motivational environment which benefiting all students.

Asian education:

Motivation is strongly tied to fear of failure (disappointing family, social shame)
Creates resilience and strong discipline, but also anxiety and perfectionism

Western education:

Motivation is often linked to personal goals and interests
Encourages creativity and independence, but risks procrastination without pressure

Asian students may appear more disciplined but stressed, and Western students may be less pressured but need to self-regulate

🧠 Maslow’s Hierarchy of Needs

Maslow (1943) suggested that people are motivated by a hierarchy of needs, starting with basic needs like food and rest, and moving up to belonging, esteem, and finally self-actualisation (creativity, confidence, and growth). Maslow's hierarchy of needs is a five-tier motivational theory in psychology, illustrating that human needs are arranged in a pyramid. Basic physical survival needs must be met before higher-level psychological and self-fulfillment needs can motivate behavior.

Students need their basic needs met to learn effectively. If they are tired, stressed, or don’t feel safe, they cannot reach higher levels of motivation and learning.

Asian Education:

Strong focus on esteem through grades and academic success
Students often sacrifice rest and wellbeing for results

Western education:

Strong focus on belonging and independence, encouraging self-actualisation
Students are given freedom and voice, but may lack academic structure

Maslow's hierarchy posits that emotional safety and belonging are foundational needs. Without fulfilling these needs, individuals struggle to achieve higher levels, such as esteem and self-actualisation, as they require a secure environment and supportive relationships to thrive. (Mustofa, 2022) If a student is feeling anxious, unsafe or fear of failure, they focus more in survival but not in learning. In Asia, students only study for grades, not for their own benefit. This is because grade is their everything in their culture, where I had also experience this before. There is a phrase called “spoon-feed education”, and this is what most of the Asian students are receiving.

The data shows Asia students achieve high performances and perform well in many aspects, but is this the truth?

Asian students thrive in standardised testing conditions and are lauded for working hard and learning, which is called “spoon-feed education” neglects the underlying costs, including sacrifice of one's inner wellness, reduced self-prolevement, and restricted expression of creativity. After all, the truth is complicated: high achievement statistics do not necessarily correspond to individuals genuinely learning or flourishing. With societies acknowledging these constraints, there is an emerging push; even in Asia, to strike a balance between intellectual rigour and wellness, creativity, and a more comprehensive vision of learning.

Asian students may achieve high grades but feel burnt out, while Western students often feel happier but may not

always reach the same level of academic achievement

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