Motivation is deeply influenced by cultural and contextual factors, which makes the search for truly universal processes difficult. In this review, we identified several broad cultural forces shaping East Asian learners’ motivation, including relational self-understanding and familism, collective attribution of achievement, and low self-enhancement motivation, which arise from collectivism; as well as self-criticism, meritocratic and exam-oriented pedagogy, demands for effort and high achievement, and a strong sense of role responsibilities, which are rooted in Confucianism. These forces help explain culture-specific phenomena such as the motivation-achievement gap observed among East Asian students. We then illustrated the East Asian origins and meanings of constructs related to choice, avoidance motivation, and confidence, clarifying paradoxical findings that cannot be adequately explained by Western theories through a culturally informed analysis. Building on these insights, we proposed several directions for future research along with theory-specific questions, including the need to re-evaluate the nature of widely used motivation constructs within the context of particular cultural socialization, to explicitly test cultural moderation in motivational dynamics, and to develop alternative concepts and frameworks that more accurately represent East Asian students’ motivation. By pursuing these directions, we hope researchers can refine and expand motivation theories in ways that more fully account for culture-specific processes, thereby broadening their explanatory power across diverse contexts.
Bong et al. (2026) studied this question.