Research on Sociocultural Influences on Motivation and Learning

The Research on Sociocultural Influences on Motivation and Learning series provides a dedicated forum for examining how social, cultural, and contextual factors shape learners’ motivation, engagement, and educational outcomes. The rationale for the series lies in the recognition that motivation and learning do not occur in isolation but are deeply embedded in social relationships, cultural values, institutional structures, and historical contexts. 

The series aims to advance knowledge by integrating theoretical innovation, empirical evidence, and practical insights. Its objectives are to (1) foreground theoretical advances and conceptual insights that encompass a wide range of cultural, social, and educational settings; (2) present cutting-edge monocultural and cross-cultural research that highlights the interplay between sociocultural processes and individual motivation; (3) amplify diverse voices and perspectives from across cultural and national contexts; and (4) connect research findings to educational practice and policy that are socially sensitive, culturally inclusive, and globally relevant.  

The scope of the series encompasses edited volumes on topics including, but not limited to: cultural models of self and agency; the role of family, peers, and teachers as socializing agents; cross-cultural and comparative studies of achievement motivation; identity, belonging, and engagement; and the implications of sociocultural perspectives for educational interventions and reforms. 

By publishing rigorous and innovative scholarship, the series will serve as an essential resource for researchers, educators, and graduate students interested in understanding how sociocultural contexts shape motivation and learning in diverse settings.