Factors Influencing Educational Motivation: a study of attitudes, expectations and behaviour of children in Sunderland, Kentucky and St Petersburg

Abstract

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.

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

“…Cultural influences may also affect mathematics learning (Ball et al, 2001;Elliott et al, 1999;Fennema, 2000;Hart & Allexsaht-Snider, 1996). Instructional approaches may not work equally well with both rural and nonrural students due to these cultural differences.…”

“…According to Hart and Allexsaht-Snider (1996), consideration of the sociocultural circumstance is important in understanding the relationship between students' motivation and success in mathematics. Elliott et al (1999) contend that sociocultural factors have not received adequate consideration in efforts at education reform. Their findings suggest that cultural influences may be more important than ability attributions in determining achievement goals.…”

“…Researchers have documented differing patterns of behavior in rural and nonrural regions regarding motivation to learn (Elliott et al, 1999;Elliott, Hufton, Illushin, & Lauchlan, 2001;Elliott, Hufton, Illushin, & Willis, 2001;Freeman & Anderman, 2005;Hufton et al, 2003). This study seeks to build on that knowledge and expand it to the content specific area of learning mathematics.…”

“…This study will compare the achievement goals and attitudes of preservice elementary teachers from nonrural areas with those from rural areas, particularly the rural Appalachian region of Kentucky. This region wrests with the value of education (Howley, 2003;Elliott, Hufton, Hildreth, & Illushin, 1999;Elliott, Hufton, Illushin, & Lauchlan, 2001). In cultures where education, particularly mathematics education, is not highly valued, the challenge of motivating students to excel in this subject area is particularly daunting.…”

“…Other research reveals that students in the Appalachian region of eastern Kentucky place a lower value on education than students from other cultures. According to Elliott et al, (1999) and students in eastern Kentucky stressed qualifications for work as a reason to study hard in school as opposed to Russian students who stressed the value of being an educated person. Results that eastern Kentucky students spend less time on homework, engage in fewer cultural pursuits, and spend less time reading than students in other countries are indicative of their lower appreciation for education.…”