This article extends and develops earlier survey studies by reporting ndings from detailed interviews with adolescents in Sunderland, Kentucky and St Petersburg. The interviews sought to examine a number of key factors underpinning educational motivation and engagement, in particular, attitudes about schooling, self-evaluations of academic performance, patterns and rate of work at home and at school, reasons why education may be valuable and aspirations for the future. A number of reasons for the presence of high levels of English and American self-satisfaction, and lower Russian self-evaluations are presented. In line with the earlier studies, yet contrary to a widely held position, effort appeared to be emphasised more than ability in explaining differential performance. Differences in the meaning and understanding of such constructs are considered. The article then examines the important in uence of peers, and teacher-pupil relationships, upon classroom behaviour and work rates. Differing perceptions as to the intrinsic and extrinsic value of education are explored. In conclusion, the implications for educational reform and attempts to raise educational achievement are considered.

Worldwide concern about educational achievement, fuelled by comparative studies, has resulted in much debate about appropriate pedagogic practices. This article argues, however, that in considering how to raise educational attainment, key attitudinal and other sociocultural factors have been insufficiently considered. To support this position, it reports the findings from a large‐scale international investigation of the attitudes, perceptions and orientation towards academic activity of children (aged 14‐15 years). Findings indicate that English and American children share a relatively high degree of satisfaction with their current level of academic performance and work rate, place greater emphasis upon effort rather than ability attributions for success, although, somewhat paradoxically, appear to have less real commitment to educational endeavour. Findings from the study are discussed in the light of the children's differing socio‐economic and sociocultural contexts and current educational reform initiatives.

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