▁ideas ▁of ▁V yg ot sky ▁and ▁his ▁follow ers ▁( John - Ste iner ▁& ▁M ahn , ▁ 1 9 9 6 ; ▁Green o ▁& ▁The ▁Middle ▁School ▁Through ▁App lications ▁Project , ▁ 1 9 9 8 ) ▁in ▁educational ▁psych ology ▁has ▁led ▁writers ▁in ▁the ▁field ▁( Good en ow , ▁ 1 9 9 2 ; ▁Pin tr ich , ▁ 1 9 9 4 ; ▁And erman ▁& ▁And erman , ▁ 2 0 0 0 ) ▁to ▁acknow ledge ▁the ▁importance ▁of ▁context ▁and ▁to ▁call ▁for ▁its ▁greater ▁recognition ▁in ▁educational ▁psych ology , ▁and ▁more ▁particularly ▁in ▁motiv ational ▁research . ▁As ▁both ▁Good en ow ▁( 1 9 9 2 ) ▁and ▁H ic key ▁( 1 9 9 7 ) ▁note , ▁in ▁soci oc ult ural ▁theories ▁der iving ▁from ▁V yg ot sky , ▁human ▁activities , ▁events , ▁and ▁actions ▁cannot ▁be ▁separated ▁from ▁the ▁context ▁in ▁which ▁they ▁occur ▁so ▁that ▁context ▁becomes ▁an ▁important ▁issue ▁in ▁soci oc ult ural ▁research . ▁Second , ▁research ers ▁concerned ▁with ▁learning ▁and ▁cogn ition ▁( e . g ., ▁Green o ▁et ▁al ., ▁ 1 9 9 8 ) ▁have ▁come ▁to ▁see ▁these ▁processes ▁also ▁as ▁being ▁situated ▁in ▁particular ▁context s . ▁While ▁this ▁view , ▁with ▁its ▁emphas is ▁on ▁the ▁distributed ▁nature ▁of ▁learning ▁and ▁cogn ition , ▁has ▁orig ins ▁in ▁soci oc ult ural ▁theories ". ▁ ▁This ▁theory ▁or