Abstract
In this article, we outline the need to draw upon multiple contexts to gain meaningful understanding of factors that have a significant bearing upon student achievement motivation and engagement. In calling for theoretical approaches that can accommodate the complexities involved, we suggest that Bronfenbrenner’s bioecological theory offers valuable insights. We subsequently draw upon a comparative study of student achievement motivation in the USA and Russia to demonstrate some of the methodological and substantive contributions that this theory offers. We also raise some of the inherent challenges and difficulties that result from such complex analyses but conclude that the rich and broad range of insights gained can offer much to those tasked with helping students to fulfil their educational potential.
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Julian G. Elliott. Durham University. The Principal's House, Collingwood College, South Road, Durham, DH1 3LT. E-mail: joe.elliott@durham.ac.uk
Current themes of research:
Cross-cultural studies of children's achievement motivation and behaviour. Dynamic testing. Reading disability/dyslexia. Working memory. Children's mental health and wellbeing.
Relevant publications:
Elliott, J. G., & Grigorenko, E. L. (in press). Reading disabilities. In P. Jarvis (Ed.) The Routledge International Handbook on Learning. London: Routledge.
Resing, W., & Elliott, J.G. (in press). Dynamic testing with tangible electronics: Measuring children's change in strategy use with a series completion task. British Journal of Educational Psychology.
Elliott, J.G., Stemler, S.E., Grigorenko, E.L., Sternberg, R.J., & Hoffman, N. (2011). The socially skilled teacher and the development of tacit knowledge. British Educational Research Journal, 37(1), 83–103.
Elliott, J.G., Gathercole. S.E., Alloway, T., Kirkwood, H., & Holmes, J. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties. Journal of Cognitive Education and Psychology, 9(3), 227–250.
Alloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80, 606–621.
Jonathan Tudge. Department of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC 27402–6170. E-mail: jrtudge@uncg.edu
Current themes of research:
The development of gratitude and materialism in children and adolescents. Cultural-ecological contexts of young children's development. Bio-ecological theory.
Relevant publications:
Freitas, L. B. L., Pieta, M. A., & Tudge, J. R. H. (in press). Beyond politeness: The expression of gratitude in children and adolescents. Psicologia: Reflexão e Crítica.
Fleer, M., Hedegaard, M., & Tudge, J. R. H. (Eds.) (2009). The world year book of education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels. New York: Routledge.
Tudge, J. R. H., Freitas, L. B. L., & Doucet, F. (2009). The transition to school: Reflections from a contextualist perspective. In H. Daniels, J. Porter, & H. Lauder (Eds.), Educational theories, cultures and learning: Critical perspectives (pp. 117–133). London: Routledge/Falmer.
Tudge, J. R. H. (2008). The everyday lives of young children: Culture, class, and child rearing in diverse societies. New York: Cambridge University Press.
Tudge, J. R. H., Li, L., & Stanley, T. K. (2008). The impact of method on assessing young children's everyday mathematical experiences. In O. N. Saracho & B. Spodek (Series Eds.) & O. N. Saracho & B. Spodek (Vol. Eds.) Contemporary perspectives in early childhood education: Mathematics in early childhood education (pp. 187–214). Greenwich, CT: Information Age Publishing.
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Elliott, J.G., Tudge, J. Multiple contexts, motivation and student engagement in the USA and Russia. Eur J Psychol Educ 27, 161–175 (2012). https://doi.org/10.1007/s10212-011-0080-7
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DOI: https://doi.org/10.1007/s10212-011-0080-7