School Students in a Changing Society (1982-1997)

Ol'shanskii, V. B.; Климова, Светлана Гавриловна; Volzhskaia, N. Iu.

doi:10.2753/res1060-9393420444

Cited by 4 publications

(1 citation statement)

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“…In our interviews with the St Petersburg students, the frequently stated importance of being an 'educated person' echoed our earlier surveys. Despite suggestions that Russian children have become increasingly materialistic (Ol'shanskii et al, 2000;Popovand & Kondrat'eva, 2000), such an emphasis did not emerge strongly in our data. A tendency to value education as something of intrinsic worth, rather than merely a means to an end, and the continuing esteem placed upon being 'cultured'-for instance, 'I may be upset if I see that a student can't give a good answer; well I feel offended for him.…”

Section: The Value Of Education and Of Being Educatedcontrasting

confidence: 94%

Educational Motivation and Engagement: Qualitative accounts from three countries

Hufton

Elliott

Illushin

2002

British Educational Res J

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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.

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Section: The Value Of Education and Of Being Educatedcontrasting

confidence: 94%