Motivation, Engagement and Educational Performance: International Perspectives on the Contexts for Learning

by J. Elliott, Feng Ming, W. Willis, Yaobing Zou

Overview

Key factors that impact upon children's educational motivation and engagement are here considered from an international and comparative perspective. Based upon a major programme of research undertaken in sites in England, the USA and Russia, the authors identify interrelated elements operating at international, national and local levels. These include children's self-perceptions, goals, interests and aspirations, curriculum and pedagogy, peer and parental influences, teacher perceptions, school traditions and practices, together with the pervasive influence of broader social, cultural, historical and economic factors.

Product Details

ISBN-13:	9780333920596
Publisher:	Palgrave Macmillan UK
Publication date:	08/17/2005
Edition description:	2005
Pages:	288
Product dimensions:	5.51(w) x 8.50(h) x 0.03(d)

About the Author

Julian G. Elliott is Professor of Education at the University of Durham. Neil R. Hufton has recently retired from his position as Principal Lecturer in Education at the University of Sunderland. Wayne Willis is Professor of Education at Morehead State University. Leonid Ilyushin is Head of the Department of Modernization of Education, Regional and International Cooperation in the Committee of Education in the St. Petersburg Government, and teaches at Hertzen State University and St Petersburg State University, Russia.

Table of Contents

Introduction Psychological Theories of Achievement Motivation Culture and Practice in Education Student Perspectives Classroom Behaviour and Peer Influence Teacher Perceptions, Beliefs and Practices Parental Perspectives and Influences, Homework and Life Outside of School Russia: A Society in Transition Summary and Conclusions References Index

Editorial Reviews

'Elliott, Hufton, Willis, and Illushin's new book is one of the first to bring together diverse international perspectives on adolescent motivation. Using data from England, the United States, and Russia, these authors provide thorough and enlightening comparisons of student motivation across these settings. The book situates students' achievement motivation within the unique historical contexts of each of these societies, and incorporates current state-of-the-art psychological theory and research. This book will appeal to a broad readership, including researchers, teachers, policy-makers, and parents'. Eric M. Anderman, Ph.D., The University of Kentucky

From the Publisher