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Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer's (2006) chapter on classrooms as contexts for motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers. Similarly, the inclusion of a chapter (Walker, in press-b) on the sociocultural approach to motivation in the 3rd edition of the International Encyclopedia of Education indicates that this approach has achieved some recognition.

This study utilizes World Bank Governance Indicators to investigate government effectiveness in Asia, both regionally and across sub-regions. Several factors seem to influence the level of government effectiveness: accountability and voice, control of corruption, and wealth and income. The presence of a democratic form of government does not seem to be an important factor, but we note that more sensitive measures of democracy might produce more positive results. We then comment on the strengths and weaknesses of the dataset and offer some suggestions for future research.

Governments and other organizations are confronted with more frequent and devastating crises and disasters as the environment within which they operate becomes more complex and tumultuous (Hwang & Lichtenthal, 2000; Rosenthal & Kouzmin, 1997). Recent catastrophic events, such as the tsunami in Southeast Asia and Hurricane Katrina in the United States, have heightened interest in efforts to plan for and resolve these crises. However, despite the far-reaching disruptions caused by these crises, the literature on the topic of crisis impacts has hitherto been relatively scant, and most studies are not empirical (Pelling, Ozerdem, & Barakat, 2002).