'The Kids are Doing All Right': Differences in parental satisfaction, expectation and attribution in St Petersburg, Sunderland and

Elliott, Julian; Hufton, Neil; Illushin, Leonid; Willis, W. Grant

doi:10.1080/03057640125202

Cited by 15 publications

(6 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In our sample of more than three thousand parents (Elliott, Hufton, Illushin, and Willis, 2001), only 14 percent of respondents in St. Petersburg thought their children were above average, compared with 65 percent in Kentucky and 71 percent in Sunderland. In St. Petersburg, only 52 percent, but in Kentucky 75 percent and in Sunderland 81 percent, were satisfied with their children's educational attainments.…”

Section: Self-perception Of Academic Competence and Achievementmentioning

confidence: 89%

“…In St. Petersburg, 54 percent of parents attributed achievement in school to effort and 28 percent to ability. In Kentucky, the respective ratios were 68 percent and 16 percent, and in Sunderland 78 percent and 11 percent (Elliott, Hufton, Illushin, and Willis, 2001). When asked what was important for their children to gain well-paid employment, Kentucky and Sunderland parents placed hard work before ability; the St. Petersburg parents disagreed.…”

Section: Ability and Effortmentioning

confidence: 95%

“…In our research, although American and English children very clearly emphasize effort, the volume and quality of academic engagement was significantly less than that in St. Petersburg. There, students who thought that it was talent that counts nonetheless normally and habitually put in a great deal more working time in lessons and for homework over a longer school day and week (Elliott, Hufton, Hildreth, and Illushin, 1999;Elliott, Hufton, Illushin, and Lauchlan, 2001;Elliott, Hufton, Illushin, and Willis, 2001;Hufton, Elliott, and Illushin, 2002a;Alexander, 2000).…”

Section: Ability and Effortmentioning

confidence: 96%

See 2 more Smart Citations

Achievement motivation across cultures: Some puzzles and their implications for future research

Hufton

Elliott

Illushin

2002

New Directions for Child and Adolescent Development

Self Cite

View full text Add to dashboard Cite

Cross-cultural study of motivation to learn inOur comparative research into academic motivation in Kentucky, Sunderland (in the United Kingdom), and St. Petersburg in Russia has thrown up a number of puzzles with interesting and perhaps wide-ranging implications for existing theory and future research and theorization. We begin with a discussion of how two puzzling findings from our own and others' research might relate to current theory, but wonder whether they might just reflect the inquiry methods that generated them. We then consider possible applications of theory to our research in Russia and raise a deeper question as to whether some current theory aptly applies to learning in school contexts anywhere. We conclude with some suggestions for forms of research that might help to reduce the occurrence of avoidable puzzles and offer the possibility of a transcultural approach to motivational research.The two puzzling findings concern the relation between self-perception of academic competence and achievement and attribution of achievement to effort or ability:• Positive academic self-perception appears to correlate positively with achievement within national cohorts but negatively when cohorts are compared between countries (compare Shen and Pedulla, 2000).• American and English adolescents were more likely to attribute high achievement to effort than to ability, although they made significantly less effort than did Russian adolescents, who were more likely to attribute high achievement to ability than to effort.

show abstract

Section: Self-perception Of Academic Competence and Achievementmentioning

confidence: 89%

Section: Ability and Effortmentioning

confidence: 95%

Section: Ability and Effortmentioning

confidence: 96%

See 1 more Smart Citation

Achievement motivation across cultures: Some puzzles and their implications for future research

Hufton

Elliott

Illushin

2002

New Directions for Child and Adolescent Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…Elliott and his colleagues found that understanding the complexities behind these and several other such puzzles could best be achieved by combining classroom observations, in-depth interviews, and an analysis of the broader sociocultural context (Elliot, Hufton, Illushin, and Willis, 2001;Elliott, Hufton, Hildreth, and Illushin, 1999;Elliott, Hufton, Illushin, and Lauchlan, 2001;Hufton, Elliott, and Illushin, 2002;Hufton and Elliott, 2000;Chapter Four, this volume).…”

Section: Cross-national Achievement: Beyond Timssmentioning

confidence: 97%

“…It is important to note that our collective research (Bempechat, Jimenez, and Graham, 1997;Elliott, Hufton, Hildreth, and Illushin, 1999;Elliott, Hufton, Illushin, and Willis, 2001;Holloway, 2000;Hufton, Elliott, and Illushin, 2002;Li, Yue, and Yuan, 2001;Li, 2001b), as well as that of colleagues in the field, has shown that constructs that seem to explain national or ethnic differences in achievement do not always do well at predicting within-country (or within-ethnic-group) achievement (Shen and Pedulla, 2000;Steinberg, Dornbusch, and Brown, 1992). We know that children from the same social circumstances have been shown to differ in their aspirations and achievement.…”

Section: New Directions For Researchmentioning

confidence: 97%