Asian Education Miracles

Gregory Arief D. Liem is an Associate Professor at the Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, Singapore. He currently serves as an Associate Editor for Educational Psychology: An International Journal of Experimental Educational Psychology, School Psychology International, and The Asia Pacific Journal of Education. He is also a member of the Editorial Boards of Measurement and Evaluation in Counseling and Development, Journal of Psychologists and Counsellors in Schools, and the Asia-Pacific Education Researcher. He is the book series editor of "Research on Sociocultural Influences on Learning and Motivation" (Information Age Publishing, Charlotte, North Carolina). His research interest mainly centers on understanding student motivation, engagement, and well-being through a sociocultural lens. Email: gregory.liem@nie.edu.sg Ser Hong Tan is a PhD candidate at the National Institute of Education, Nanyang Technological University, Singapore. Her research areas look into motives as well as achievement motivation. Specifically, she studies achievement goals and how they guide students’ motivational and educational outcomes. She is also interested in understanding how different cultures shape individuals’ mindsets which in turn affect their motivation. Email: tanserhong@gmail.com

• List of FiguresList of TablesAbout the Authors Sociocultural and Psychological Foundations of the Asian Education MiraclesGregory Arief D. Liem and Ser Hong Tan Cambodian Students’ Motivation for Learning: The Role of Teachers and Parenting Practices Whitney Szmodis, Sothy Eng, and Chelsea Cooper Social Goal Orientation, Behavioral Engagement and Coping of Hong Kong Chinese StudentsRebecca Wing-yi Cheng, Bobby Fook Hin Leung, and Dennis M. McInerney The Asian Indian Hindu Immigrant Adolescents’ Experiences of Home-School Cultural Dissonance and Achievement Motivation: Do Parenting Practices Matter?Revathy Kumar and Sarita Y. Shukla Indonesian Students’ Academic Engagement and the Role of Teachers’ Teaching Behavior in Secondary Education Ridwan Maulana, Yulia Irnidayanti, Marjon Fokkens-Bruinsma, and Michelle Helms-Lorenz Autonomous Motivation and the Need for Autonomy: Findings and New Theoretical Developments in IsraelHaya Kaplan and Avi Assor Growing Up in the Walled Garden: Motivation, Engagement, and the Japanese Educational ExperienceW. L. Quint Oga-Baldwin and Luke K. Fryer Why Aren’t Korean Students Happy? Tracing Back to the Sources of Their Academic DistressDa-Jung Shin, Hyun Ji Lee, Jung Eun Ha, Jin Hyun Park, Elena Son, and Mimi Bong Sociocultural Dimensions of Student Motivation: Research Approaches and Insights from the PhilippinesAllan B. I. Bernardo Exploring the Power of Teacher Feedback in Chinese Students: Testing the Relationships between Students’ Feedback Beliefs and Student EngagementLan Yang and Min Yang Parental Expectation and Pressure, Achievement Motivation, and Engagement of Singapore Students: A Self-determination Theory Perspective Wenshu Luo and Yenming Zhang Feedback as Implicit Motivational Incentives: Approach and Avoidant Achievement Motivated Singaporean University Students’ Responses to Success versus Failure Feedback Joyce S. Pang Effort Beliefs Count: The Predictive Effects of Effort Beliefs on Students’ Emotion, Attribution, and Behavior Toward Academic Failure in a Confucian Cultural ContextShun-Wen Chen, Bih-Jen Fwu, Chih-Fen Wei, and Hsiou-Huai Wang Expanding on the Theoretical Concept of ‘Optimization’ for Effective Learning: Establishing Empirical Evidence from an Eastern Sociocultural ContextHuy P. Phan and Bing Ngu Learning Environments and Student Motivation and Engagement: A Review of Studies from ThailandRavinder Koul, Thanita Lerdpornkulrat, and Chanut Poondej Relations among Various Motivational Constructs with Academic Achievement for Boys and G