With a focus on Asian contexts, this book brings together knowledge on how values and practices, embedded and practised in the classroom, school, family, and the society at large, can influence students’ motivation, engagement and psychological well-being. The book synthesizes research on students and systems from culturally diverse Asian countries and economies, including Cambodia, Hong Kong-China, Indonesia, Japan, Korea, the Philippines, Singapore, Chinese Taipei, Thailand, the United Arab Emirates, and beyond. The book takes special interest in applying the insights gained from understanding students’ motivation, engagement, and well-being within their sociocultural contexts. Importantly, chapters in the book are grounded on thorough theoretical reviews and sound empirical findings, which together inform practical applications to enhance the motivation, engagement, and well-being of students in the Asian region. Taken together, this book will serve as a comprehensive and authoritative source for scholars, researchers, and practitioners (teachers, school policy makers, and educators in general) who are interested in examining and enhancing student motivation, engagement, and well-being from Asian perspectives.

chapter 2|19 pages

Cambodian students’ motivation for learning

The role of teachers and parenting practices

chapter 6|23 pages

Autonomous motivation and the need for autonomy

Findings and new theoretical developments in Israel

chapter 7|17 pages

Growing up in the walled garden

Motivation, engagement, and the Japanese educational experience

chapter 8|15 pages

Why aren’t Korean students happy?

Tracing back to the sources of their academic distress 1

chapter 9|16 pages

Sociocultural dimensions of student motivation

Research approaches and insights from the Philippines

chapter 10|19 pages

Exploring the power of teacher feedback in Chinese students

Testing the relationships between students’ feedback beliefs and student engagement

chapter 12|17 pages

Feedback as implicit motivational incentives

Approach and avoidant achievement-motivated Singaporean university students’ responses to success versus failure feedback

chapter 13|15 pages

Effort beliefs count

The predictive effects of effort beliefs on students’ emotion, attribution, and behavior toward academic failure in a Confucian cultural context 1

chapter 14|19 pages

Expanding on the theoretical concept of “optimization” for effective learning

Establishing empirical evidence from an Eastern sociocultural context