Elliott, J. and Hufton, N. (2003) 'Achievement motivation in real contexts.', Leicester: British Psychological Society, pp. 155-172. BJEP Monograph Series II, Number 2 - Development and Motivation.
This paper draws upon changing circumstances in Russia to raise a series of questions about the meaningfulness of much current work in the field of achievement motivation. Russian children of the former Soviet Union have traditionally been described as highly motivated students whose levels of achievement often exceeded those of Western countries such as England and the USA. Despite the massive social and economic disruption that followed in the 1990s, it appeared that this commitment was largely maintained. More recently, however, there are increasing signs of educational polarization, alienation and evidence of a more visible underclass for whom education appears to have little value. The paper discusses some major influences in the lives of Russian children that appear to be resulting in decreased achievement motivation and performance. In so doing, it raises larger questions about the capacity of current achievement motivation theory and methodology to provde rich and meaningful understandings about those factors that lead individuals, communities, cultures and nations to commit to academic study.
|Additional Information:||Volume 1, Number 1. Edited by: Leslie Smith, Colin Rogers and Peter Tomlinson.|
|Full text:||Full text not available from this repository.|
|Publisher Web site:||http://www.ingentaconnect.com/content/bpsoc/dmjp/2003/00000001/00000001/art00011|
|Record Created:||12 Feb 2007|
|Last Modified:||08 Apr 2009 16:27|
|Social bookmarking:||Export: EndNote, Zotero | BibTex|
|Usage statistics||Look up in GoogleScholar | Find in a UK Library|