Motivation in the Junior Years: International perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement

Oxford Review of Education

Volumn 27, Issue 1, 2001, Pages 37-68

  Elliott, Julian G ^a   Hufton, Neil ^b   Illushin, Leonid ^b   Lauchlan, Fraser ^b  

^a UNIVERSITY OF SUNDERLAND   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0345878055     PISSN: 03054985     EISSN: None     Source Type: Journal    
DOI: 10.1080/03054980123436     Document Type: Review

References (127)

1. ALEXANDER, R.J. (1999) Culture in pedagogy, pedagogy across cultures in: R.J. ALEXANDER, P. BROADFOOT & D. PHILLIPS (Eds) Learning from Comparing: new directions in comparative education research, Vol. 1 (London, Symposium Books).
2. ALEXANDER, R.J. (2000) Culture and Pedagogy (Oxford, Blackwell).
3. ANDERMAN, E.M. (1997) Motivation and school reform, in: M. MAEHR & P. PINTRICH (Eds.) Advances in Motivation and Achievement Vol. 10 (Greenwich, CT, JAI Press).
4. ANDERMAN, E.M. & MAEHR, M.L. (1994) Motivation and schooling in the middle grades, Review of Educational Research, 64, pp. 287-309.
5. ANDERMAN, E.M. & MIDGLEY, C. (1997) Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools, Contemporary Educational Psychology, 22, pp. 269-298.
6. AUBREY, C. (1998) Lessons from Abroad: looking out in order to look in on primary mathematics. Inaugural professorial lecture, Canterbury Christ Church University College.
7. BAN, T. & CUMMINGS, W.K. (1999) Moral orientations of schoolchildren in the United States and Japan, Comparative Education Review, 43, pp. 64-85.
8. BARBER, M. (1996) The Learning Game (London, Victor Gollancz).
9. BARBER, M. & SEBBA, J. (1999) Reflections on progress towards a world class education system, Cambridge Journal of Education, 29, pp. 183-193.
10. BEATON, A.E., MARTIN, M.O., MULLIS, I.V., GONZALEZ, E.J., SMITH, T.A. & KELLY, D.L. (1996a) Science Achievement in the Middle School Years: I.E.A.'s Third International Mathematics and Science Study (TIMSS) (Boston, Boston College).
11. BEATON, A.E., MULLIS, I.V., MARTIN, M.O., GONZALEZ, E.J., KELLY, D.L. & SMITH, T.A. (1996b) Mathematics Achievement in the Middle School Years: I.E.A.'s Third International Mathematics and Science Study (TIMSS) (Boston, Boston College).
12. BEMPECHAT, J. & DRAGO-SEVERSON, E. (1999) Cross-national differences in academic achievement: beyond etic conceptions of children's understandings, Review of Educational Research, 69, pp. 287-314.
13. BEMPECHAT, J. & ELLIOTT, J.G. (Eds.) (in prep.) Achievement Motivation in Culture and Context: understanding children's learning experiences (San Francisco, CA, Jossey-Bass).
14. BIGGS, J. (1994) What are effective schools? Lessons from East and West, Australian Educational Researcher, 21, pp. 19-39.
15. BISHOP, J.H. (1989) Why the apathy in American high schools? Educational Researcher, 18, pp. 7-10.
16. BLATCHFORD, P. (1996) Pupils' views on school work and school from 7 to 16 years, Research Papers in Education, 11, pp. 263-288.
17. BROADFOOT, P. (1999) Comparative research on pupil achievement: in search of validity, reliability and utility, in: R.J. ALEXANDER, P. BROADFOOT & D. PHILLIPS (Eds) Learning from Comparing: new directions in comparative education research, Vol. 1 (London, Symposium Books).
18. BRONFENBRENNER, U. (1971) The Two Worlds of Childhood (London, Allen and Unwin).
19. BRONFENBRENNER, U. (1986) Ecology of the family as a context for human development: research perspectives. Developmental Psychology, 22, pp. 723-742.
20. BROWN, M. (1998) Findings lost amid political jockeying, Times Educational Supplement, p. 17, (20th March).
21. BROWN, M. (1999) Values behind the National Numeracy Strategy. Paper presented at the Annual Conference of the British Educational Research Association (Sussex).
22. BURGHES, D. (1996) Education across the world: the Kassel Project. Paper presented at conference 'Lessons from Abroad: Learning from international experience in education (London).
23. BURTON, D. (1997) The myth of 'expertness': cultural and pedagogical obstacles to restructuring East European curricula, British Journal of In-service Education, 23, pp. 219-229.
24. CAPLAN, N., WHITMORE, J.K. & CHOY, M.H. (1989) The boat people and achievement in America: a study of family life, hard work, and cultural values (Ann Arbor, MI, University of Michigan Press).
25. CARNEGIE COUNCIL ON ADOLESCENT DEVELOPMENT (1989) Turning points: Preparing American youth for the 21st century (Report of the Task Force on Education of Young Adolescents) (New York, C.C.A.D).
26. CHENEY, L. (1993) Hard work, once as American as apple pie. Wall Street Journal, 5 December.
27. CHUPROV, V. & ZUBOK, I. (1997) Social conflict in the sphere of the education of youth, Education in Russia, the Independent States and Eastern Europe, 15, pp. 47-58.
28. COLE, D.A., MAXWELL, S.E. & MARTIN, J.M. (1997) Reflected self-appraisals: strength and structure of the relation of teacher, peer and parent ratings to children's self-perceived competencies, Journal of Educational Psychology, 89, pp. 55-70.
29. CORRIGAN, P. (1979) Schooling the Smash Street Kids (London, Macmillan)
30. COVINGTON, M.V. (1992) Making the Grade: a self-worth perspective on motivation and school reform (Cambridge, MA, Cambridge University Press).
31. CREEMERS, B.P., REYNOLDS, D., STRINGFIELD, S. & TEDDLIE, C. (no date). World Class Schools: some further findings (unpublished paper).
32. CROSSLEY, M. (1999) Reconceptualising comparative and international education, Compare, 29, pp. 249-267.
33. CSIKSZENTMIHALYI, M. (1990) Flow: The psychology of optimal experience (New York, Harper & Row).
34. CSIKSZENTMIHALYI, M., RATHUNDE, K. & WHALEN, S. (1997) Talented teenagers: the roots of success and failure (Cambridge, Cambridge University Press).
35. DAMON, W. (1995) Greater Expectations (New York, Free Press).
36. DEAN, C. (1998) Standards are not parents' top priority, Times Educational Supplement, (9 October), p.1.
37. EATON, M.J. & DEMBO, M.H. (1997) Differences in the motivational beliefs of Asian American and Non-Asian students, Journal of Educational Psychology, 89, pp. 433-440.
38. EKLOF, B. & DNEPROV, E. (1993). Democracy in the Russian School: the reform movement in education since 1984 (Oxford, Westview Press).
39. ELLIOTT, J.G. (1998) Raising educational achievement: what can we learn from overseas? Inaugural professorial lecture, University of Sunderland.
40. ELLIOTT, J.G., HUFTON, N., HILDRETH, A. & ILLUSHIN, L. (1999) Factors influencing educational motivation: a study of attitudes, expectations and behaviour of children in Sunderland, Kentucky and St Petersburg, British Educational Research Journal, 25, pp. 75-94.
41. ESPINOZA, J.A. & GARZA, T. (1985) Social group salience and inter-ethnic cooperation, Journal of Experimental Social Psychology, 21, pp. 380-392.
42. FARROW, S., TYMMS, P. & HENDERSON, B. (1999) Homework and attainment in primary schools, British Educational Research Journal, 25, pp. 323-341.
43. FITZPATRICK, M. (1999) Dawn of a new creativity, Times Educational Supplement, (18 June) p. 24.
44. FOXMAN, D. (1992) Learning Mathematics and Science (The Second International Assessment of Educational Progress in England) (Slough, NFER).
45. FULIGNI, A.J. (1997) The academic achievement of adolescents from immigrant families: the roles of family background, attitudes, and behavior, Child Development, 68, pp. 351-363.
46. FULLER, B. & CLARKE, P. (1994) Raising school effects while ignoring culture? Local conditions and the influence of classroom, tools, rules and pedagogy, Review of Educational Research, 64, pp. 119-157.
47. FURMAN, W. & BUHRMESTER, D. (1985) Children's perceptions of the personal relationships in their social network, Developmental Psychology, 21, pp. 1016-1024.
48. GALTON, M., HARGREAVES, L., COMBER, C., WALL, D. & PELL, T. (1999) Changes in patterns of teacher interaction in primary classrooms: 1976-96, British Educational Research Journal, 25, pp. 23-37.
49. GARDNER, H. (1991) The Unschooled Mind (New York, Basic Books).
50. GIPPS, C. & TUNSTALL, P. (1998) Effort, ability and the teacher: young children's explanations for success and failure, Oxford Review of Education, 24, pp. 149-165.
51. GLOWKA, D. (1995) Schulen und Unterricht im vergleich. Rusland/Deutschland (Schools and teaching in comparison: Russia and Germany) (New York, Waxmann Verlag).
52. GOODNOW, J.J. (1998) Contexts of achievement, in: S.G. PARIS & H.M. WELLMAN (Eds) Global Prospects for Education: development, culture and schooling (Washington, D.C., American Psychological Association).
53. HALADYNA, T. & THOMAS, G. (1979) The attitudes of elementary school children toward school and subject matters, Journal of Experimental Education, 48, pp. 18-23.
54. HARRIS, J.R. (1995) Where is the child's environment? A group socialisation theory of development, Psychological Review, 102, pp. 458-489.
55. HARTER, S. (1996) Teacher and classmate influences upon scholastic motivation, self-esteem, and level of voice in adolescents, in: J. JUVONEN & K.R. WENTZEL (Eds) Social Motivation: understanding children's school adjustment (Cambridge, Cambridge University Press).
56. HATANO, G. (1990) Towards the cultural psychology of mathematical cognition: commentary, Monographs of the Society for Research in Child Development, 55 (Serial No. 221).
57. HATANO, G. & INAGAKI, K. (1998) Cultural contexts of schooling revisited: a review of 'The Learning Gap' from a cultural psychology perspective, in: S.G. PARIS & H.M. WELLMAN (Eds) Global prospects for education: development, culture and schooling (Washington, D.C., American Psychological Association).
58. HESS, R.D. & AZUMA, M. (1991) Cultural support for schooling: contrasts between Japan and the United States, Educational Researcher, 20, pp. 2-8.
59. HESS, R.D., CHIH-MEI, C. & MCDEVITT, T.M. (1987) Cultural variations in family beliefs about children's performance in mathematics: comparisons among People's Republic of China, Chinese-American, and Caucasian-American families, Journal of Educational Psychology, 79, pp. 179-188.
60. HOFSTEDE, G. (1980) Culture's Consequences: international differences in work-related values (Beverly Hills, CA, Sage).
61. HUFTON, N. & ELLIOTT, J.G. (2000) Motivation to learn: the pedagogical nexus in the Russian school: some implications for transnational research and policy borrowing, Educational Studies, 26, pp. 115-136.
62. HUFTON, N., ELLIOTT, J.G. & ILLUSHIN, L. (submitted) Motivation to learn: the elusive role of culture-qualitative accounts from three countries.
63. HUFTON, N., ELLIOTT, J.G. & ILLUSHIN, L. & WILLIS, W. (in prep.) Teacher perceptions of the role of educational reform in heightening student motivation: a three nation study.
64. JUVONEN, J. (1996) Self-presentation tactics promoting teacher and peer approval: the function of excuses and other clever explanations, in: J. JUVONEN & K.R. WENTZEL (Eds) Social Motivation: understanding children's school adjustment (Cambridge, Cambridge University Press).
65. JUVONEN, J. & MURDOCH, T.B. (1993) How to promote social approval: the effects of audience and outcome on publicly communicated attributions, Journal of Educational Psychology, 85, pp. 365-376.
66. JUVONEN, J. & MURDOCH, T.B. (1995) Grade-level differences in the social value of effort: implications for self-presentation tactics of early adolescents, Child Development, 66, pp. 1694-1705.
67. JUVONEN, J. & NISHINA, A. (1997) Social motivation in the classroom: attributional accounts and developmental analysis, in: M. MAEHR & P. PINTRICH (Eds) Advances in Motivation and Achievement Vol. 10 (Greenwich, CT, JAI Press).
68. KAISER, R.G. (1984) Russia: the people and the power (New York, Washington Square Press).
69. KARAKOVSKY, V.A. (1993) The school in Russia today and tomorrow, Compare, 23, pp. 277-288.
70. KEYS, W., HARRIS, S. & FERNANDES, C. (1997a) Third International Mathematics and Science Study, First National Report (Part 2) (Slough, NFER).
71. KEYS, W., HARRIS, S. & FERNANDES, C. (1997b) Third International Mathematics and Science Study, Second National Report (Part 2) (Slough, NFER).
72. KITAYAMA, S. & MARKUS, H. (1990, August) Culture and Emotion: the role of other-focused emotions. Paper presented at the 98th Annual Convention of the American Psychological Association, Boston.
73. KON, I.S. (1989) The psychology of independence, Soviet Education, 9, pp. 57-64.
74. KURTZ, B.E., CARR, M. & SCHNEIDER, W. (1988) Development of Attributional Beliefs and Self-concept in German and American Children. Annual meeting of the American Educational Research Association, New Orleans (April).
75. KURTZ, B.E., SCHNEIDER, W., CARR, M., BORKOWSKI, J.G. & TURNER, L.A. (1988) Sources of memory and metamemory development: societal, parental and educational influences, in: M. GRUNEBERG, P. MORRIS & R. SYKES (Eds) Proceedings of the Second International Conference on Practical Aspects of Memory, Volume 2, (New York, John Wiley).
76. LAIHIALA-KANKAINEN, S. (1998) Russian Pupils in Finnish Schools-problems created by differences in pedagogical cultures. Paper presented at the European Conference on Educational Research, Slovenia.
77. LIGHTBODY, P., SIANN, G., STOCKS, R. & WALSH, D. (1996) Motivation and attribution at secondary school: the role of gender, Educational Studies, 22, pp. 13-25.
78. LUXTON, R.G. & LAST, G. (1997) Under-achievement and Pedagogy: experimental reforms in the teaching of mathematics using continental approaches in schools in the London borough of Barking and Dagenham (Discussion Paper No. 112) (London, National Institute of Economic and Social Research).
79. MARSH, H.W. (1989) Age and sex effects in multiple dimensions of self-concept: preadolescence to early childhood, Journal of Educational Psychology, 81, pp. 417-430.
80. MARSH, H.W. & CRAVEN, R.G. (1991) Self-other agreement on multiple dimensions of preadolescent self-concept: inferences by teachers, mothers, and fathers, Journal of Educational Psychology, 83, pp. 393-404.
81. MARSH, H.W. & YEUNG, A.S. (1997) Causal effects of academic self-concept on academic achievement: structural equation models of longitudinal data, Journal of Educational Psychology, 89, pp. 41-54.
82. MERRETT, F. & WHELDALL, K. (1987) British teachers and the behavioural approach to teaching, in: K. WHELDALL (Ed.) The Behaviourist in the Classroom (London, Allen and Unwin).
83. MIDGLEY, C. (1993) Motivation and middle level schools, in: P.R. PINTRICH & M.L. MAEHR (Eds) Advances in motivation and achievement, Vol. 8: Motivation and adolescent development (Greenwich, CT, JAI Press).
84. MILLER, P.J. & GOODNOW, J.J. (1995) Cultural practices: towards an integration of culture and development, in: J.J. GOODNOW, P.J. MILLER & F. KESSEL (Eds) Cultural Practices as Contexts for Development (San Francisco, Jossey-Bass).
85. MORRIS, P. (1998). Comparative education and educational reform: beware of prophets returning from the Far East, Education 3-13, 26, pp. 5-9.
86. MUCKLE, J. (1988) A Guide to the Soviet Curriculum (London, Croom Helm).
87. MUCKLE, J. (1990) Portrait of a Soviet School under Glasnost (London, Macmillan).
88. MUIJS, R.D. (1997) Predictors of academic achievement and academic self-concept: a longitudinal perspective, British Journal of Educational Psychology, 67, pp. 263-277.
89. NATIONAL COMMISSION ON EXCELLENCE IN EDUCATION (1983) A Nation at Risk: the Imperative for Educational Reform (Washington DC, NCEE).
90. NICHOLLS, J.G. (1978) The development of concepts of effort and ability, perception of own attainment, and the understanding that difficult tasks require more ability, Child Development, 49, pp. 800-814.
91. NICHOLLS, J.G. (1984) Conceptions of ability and achievement motivation, in: R. AMES & C. AMES (Eds) Research on Motivation in Education: student motivation (New York, Academic Press).
92. NICHOLLS, J.G. (1989) The democratic ethos and competitive education (Cambridge, MA, Harvard University Press).
93. NICHOLLS, J.G. (1990) What is ability and why are we mindful of it? A developmental perspective, in: R.J. STEINBERG & J. KOLLIGAN, JR. (eds) Competence Considered (New Haven, CT, Yale University Press).
94. OETTINGEN, G. (1995) Cross-cultural perspectives on self-efficacy, in: A. BANDURA (Ed.) Self-efficacy in Changing Societies (New York, Cambridge University Press).
95. OFFICE FOR STANDARDS IN EDUCATION (1993) Access and Achievement in Urban Education (London, HMSO).
96. O'REILLY, J. (1996) US teachers decry unruly British pupils, The Observer, p. 5 (6th October).
97. OSBORN, M. (1997) Children's experience of schooling in England and France: some lessons from a comparative study, Education Review, 11, pp. 46-52.
98. PHILLIPS, M. (1997) What makes schools effective? A comparison of the relationships of communitarian climate and academic climate to mathematics achievement and attendance during middle school, American Educational Research Journal, 34, pp. 633-662.
99. POLIVANOVA, K. (1992) The modern situation in primary education in Russia, in: A. TJELDVOLL (Ed.) Education in East/Central Europe: Report of the Oslo Seminar (Buffalo, NY, Graduate School of Education).
100. POPOV, V. (1992) The subject and tasks of preventive pedagogy, Russian Education and Society, 34, pp. 31-40.
101. REYNOLDS, D. (1999) Creating a new methodology for comparative educational research: the contribution of the International School Effectiveness Research Project, in: R.J. ALEXANDER, P. BROADFOOT & D. PHILLIPS (Eds) Learning from Comparing: new directions in comparative education research, Vol. 1. (London, Symposium).
102. REYNOLDS, D., CREEMERS, B., STRINGFIELD, S. & TEDDLIE, C. (1998) Climbing an educational mountain: conducting the International School Effectiveness Research Project, in: G. WALFORD (Ed.) Doing Research About Education (Lewes, Palmer Press).
103. REYNOLDS, D. & FARRELL, S. (1996) Worlds Apart? A review of international surveys of educational achievement involving England (London, HMSO).
104. SCHNEIDER, W., BORKOWSKI, J.G., KURTZ, B.E. & KERWIN, K. (1986) Metamemory and motivation: a comparison of strategy use and performance in German and American children, Journal of Cross-Cultural Psychology, 17, pp. 315-336.
105. SKINNER, E.A. & BELMONT, M.J. (1993) Motivation in the classroom: reciprocal effects of teacher behaviour and student engagement.across the school year, Journal of Educational Psychology, 85, pp. 571-581.
106. STEINBERG, L. (1996) Beyond the Classroom: why school reform has failed and what parents need to do (New York, Touchstone Books).
107. STETSENKO, A., LITTLE, T.D., OETTINGEN, G. & BALTES, P.B. (1995) Agency, control, and means-ends beliefs about school performance in Moscow children: how similar are they to beliefs of Western children? Developmental Psychology, 31, pp. 285-299.
108. STEVENSON, H.W. (1998) Culture and schooling: influences in cognitive development, in: M. HETHERINGTON, R. LERNER & M. PERLMUTTER (Eds) Child Development in Life-span Perspective (Hillsdale, NJ, Laurence Erlbaum Associates).
109. STEVENSON, H.W., CHEN, C. & UTTAL, D.H. (1990) Beliefs and achievement: A study of Black, Anglo and Hispanic children, Child Development, 61, pp. 508-523.
110. STEVENSON, H.W. & LEE, S. (1990) A study of American, Chinese and Japanese Children, Monographs of the Society for Research in Child Development, No. 221, 55 (whole issue).
111. STEVENSON, H.W. & STIGLER, J.W. (1992) The Learning Gap: why our schools are failing and what we can learn from Japanese and Chinese education (New York, Summit Books).
112. STEVENSON, H.W. & NERISON-LOW, R. (1998) To sum it up: case studies of education in Germany, Japan, and the United States (Washington DC, National Institute on Student Achievement, Curriculum, and Assessment Office of Educational Research and Improvement, U.S. Department of Education).
113. STIPEK, D., WEINER, B. & LI, K. (1989) Testing some attribution-emotion relations in the People's Republic of China, Journal of Personality and Social Psychology, 56, pp. 109-116.
114. TANCIG, S., MAGAJNA, L., KAVKLER, M. & AUBREY, C. (1998) The Development of Numeracy in England and Slovenia. Paper presented at the European Conference on Educational Research, Slovenia.
115. TRIANDIS, H.C. (1972) The Analysis of Subjective Culture (New York, Wiley).
116. URDAN, T.C. & MAEHR, M.L. (1995) Beyond a two-goal theory of motivation and achievement: a case for social goals, Review of Educational Research, 65, pp. 213-243.
117. WEBBER, S.K. (1996) Demand and supply: meeting the need for teachers in the 'new' Russian school, Journal of Education for Teaching, 22, pp. 9-26.
118. WEBBER, S.K. (1997) All Change? School reform and society in Russia, 1991-1996. Unpublished doctoral thesis, University of Exeter.
119. WENTZEL, K.R. (1991) Relations between social competence and academic achievement in early adolescence, Child Development, 62, pp. 1066-1078.
120. WENTZEL, K.R. (1993) Does being good make the grade? Relations between academic and social competence in early adolescence, Journal of Educational Psychology, 86, pp. 173-182.
121. WENTZEL, K.R. (1996) Social goals and social relationships as motivators of school adjustment, in: J. JUVONEN & K.R. WENTZEL (Eds) Social Motivation: understanding children's school adjustment (Cambridge, Cambridge University Press).
122. WENTZEL, K.R. (1999) Social-motivational processes and interpersonal relationships: implications for understanding motivation at school, Journal of Educational Psychology, 91, pp. 76-97.
123. WILLIAMS, C. (1997) Convergence or divergence? A comparative analysis of youth in Russia and Britain, Education in Russia, the Independent States and Eastern Europe, 15, pp. 12-20.
124. WILLIS, P. (1977) Learning to Labour (London, Saxon House).
125. WOODHEAD, C. (1996) Interview in BBC Panorama 'Hard Lessons' 3rd June.
126. WORLD BANK (1995) Russia: Education in the transition (Washington DC, World Bank).
127. WRAGA, W.G. (1999) The progressive vision of general education and the American common school ideal: implications for curriculum policy, practice, and theory, Journal of Curriculum Studies, 31, pp. 523-544.