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Journal of Psychoeducational Assessment
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Assessing Citizenship Behavior in Educational Contexts

The Role of Personality, Motivation, and Culture

Sylvia Xiaohua Chen

The Hong Kong Polytechnic University, ssxhchen{at}polyu.edu.hk

Timothy Patrick Carey

The Chinese University of Hong Kong

The present study developed a measure to assess citizenship behavior in educational settings and examined its antecedents and consequences in the cultural context. The results of this study provided discriminant validity for the newly extracted two-factor structure, that is, self-regulation and other-orientation. The authors identified both factors' motivation and personality correlates and added self-construals to predict citizenship behavior. Self-regulated citizenship behavior was positively related to intrinsic motivation and conscientiousness but negatively related to amotivation, whereas other-oriented citizenship behavior was significantly related to interdependent self-construal. Their differential effects on predicting life satisfaction showed that citizenship behavior has its own specific characteristics in educational contexts compared with industrial and organizational settings. Our findings also demonstrated the importance of cultural self-views in understanding communal behavior.

Key Words: citizenship behavior • educational contexts • personality • motivation • culture

This version was published on April 1, 2009

Journal of Psychoeducational Assessment, Vol. 27, No. 2, 125-137 (2009)
DOI: 10.1177/0734282908325146
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