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This case study follows an African international student, Frank, to show how socio-cultural context shapes his motivational beliefs across school years. It analyzes how social expectations, goals, cultural norms, school structure, and teacher support influenced self-efficacy and engagement. The discussion highlights the contextual situatedness of motivation theories and considers implications for theory, practice, and research.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-students-motivational-beliefs-and-academic-engagement-a-case-study-of-an-african-international-student/595270/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-students-motivational-beliefs-and-academic-engagement-a-case-study-of-an-african-international-student/595270.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What role do motivational beliefs, particularly self-efficacy, play in academic engagement?","Question",{"text":113,"@type":114},"Motivational beliefs drive how students participate in learning tasks. Self-efficacy shapes academic decisions, effort investment, persistence, and engagement in the face of challenge.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is self-efficacy according to the document?",{"text":118,"@type":114},"Self-efficacy refers to students’ beliefs about their capabilities to perform a task successfully. It is described as a motivational belief proposed by Bandura (1977).",{"name":120,"@type":111,"acceptedAnswer":121},"Which sources influence the development of self-efficacy?",{"text":122,"@type":114},"The document identifies four sources: mastery experiences, vicarious experiences, social persuasion, and physiological states.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},595270,1792160578,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":41,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","FOCUS ON FACULTY  \nUnderstanding Students’ Motivational Beliefs and Academic Engagement: A Case Study of an African International Student  \nAloysius C. Anyichie  \nAbstract  \nMotivational beliefs, especially self-efficacy, are very important in understanding students'academic engagement and achievement. Students’ self-efficacy influences their academic decisions, choices, and learning behaviours. Building on a case ofan African international student identified as Frank, this case study illustrates the influence of socio-cultural contexts on students’ development of motivational beliefs, such as self-efficacy, across the school years. Specifically, it considers how Frank’s social expectations, goals, cultural norms, school structure, and experience of teacher support shaped his motivational beliefs and influenced his academic engagement. The article emphasizes the need to understand how students’motivational beliefs and academic engagement are situated in context. Implications for theory, practice, and research are discussed.  \nMotivational beliefs, or individuals’ perceptions that drive their actions, are very important in understanding one’s drive to achieving a set goal. Self-efficacy, as a motivational belief proposed by Bandura (1977), refers to individuals’ beliefs about their capabilities to perform atask successfully. Motivational beliefs determine how students participate in learning tasks. Research has shown some developmental patterns in students’motivational beliefs across their school years, especially as they progressed from elementary to high school (K-12) . For example, Eccles et al. (1998) and Liou et al. (2021) observed that student motivational beliefs, including self-efficacy, tend to decrease from elementary to secondary school. These variations in students’motivational beliefs, which influence their motivation and engagement, have been linked to their personal characteristics and socio-cultural contexts (Anyichie et al. , 2023; Liou et al. , 2021) .  \nMuch research, involving western-developed theories and students from the western countries with independent sense of self, have tried to explain motivation and its development through a psychological lens. However, less research has considered how those motivational theories are situated in non-western students’ cultural contexts with interdependent sense of self (King & McInerney, 2014) . Students from both western and non-western countries with individualistic and collectivist cultures populate our classes. Thus, more effort is needed in examining the role of socio-cultural contexts (e.g. , the values, customs, religious beliefs, norms, social structures of a particular community), and individuals in multiple layers of contexts (e.g. , individualistic and collectivist cultures) in the development of non-western students’motivational beliefs. This understanding is important in designing culturally appropriate instructional practices to better support all learners in today’s multicultural classroom contexts where students are influenced by many cultural groups.  \nThis case study aims to advance our understanding of the possible influences of students’cultural background, societal expectations and school structure on their motivational beliefs, and how those shape their academic decisions, choices, behaviours and learning engagement. Specifically, it appraises the learning engagement of a non-western international African student (i.e. , Frank) in the light of motivational beliefs, especially self-efficacy. The author starts by describing motivational beliefs, especially self-efficacy and its sources, and engagement. Next, he situates the article in Frank’s background. The article continues by tracing Frank’s developmental trajectories of motivational beliefs and self-efficacy over the school years, how those were related to his engagement, and the potential influences of context in that  \ndevelopment. Finally, this reflective case study considers the implicat","cbCaiddY54HpulmA","https://ap.wps.com/l/cbCaiddY54HpulmA","pdf",216108,12,"English","# Abstract\n## Motivational beliefs and self-efficacy\n## Sources of self-efficacy\n## Contextual influences on engagement","[{\"question\":\"What role do motivational beliefs, particularly self-efficacy, play in academic engagement?\",\"answer\":\"Motivational beliefs drive how students participate in learning tasks. Self-efficacy shapes academic decisions, effort investment, persistence, and engagement in the face of challenge.\"},{\"question\":\"What is self-efficacy according to the document?\",\"answer\":\"Self-efficacy refers to students’ beliefs about their capabilities to perform a task successfully. It is described as a motivational belief proposed by Bandura (1977).\"},{\"question\":\"Which sources influence the development of self-efficacy?\",\"answer\":\"The document identifies four sources: mastery experiences, vicarious experiences, social persuasion, and physiological states.\"}]","Understanding Students’ Motivational Beliefs and Academic Engagement: A Case Study of an African International Student | PDF",1792080749]