Multiple contexts, motivation, and student engagement in the USA and Russia

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jonathan R. Tudge, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In this article, we outline the need to draw upon multiple contexts to gain meaningful understanding of factors that have a significant bearing upon student achievement motivation and engagement. In calling for theoretical approaches that can accommodate the complexities involved, we suggest that Bronfenbrenner's bioecological theory offers valuable insights. We subsequently draw upon a comparative study of student achievement motivation in the USA and Russia to demonstrate some of the methodological and substantive contributions that this theory offers. We also raise some of the inherent challenges and difficulties that result from such complex analyses but conclude that the rich and broad range of insights gained can offer much to those tasked with helping students to fulfil their educational potential.

Additional Information

European Journal of Psychology of Education, 27(2), 161–175
Language: English
Date: 2012
Achievement motivation, Student engagement, Multiple contexts, Bronfenbrenner’s bioecological theory, Russian and American education

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