Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes |
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Authors: | Jason W Osborne Brett D Jones |
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Institution: | (1) Department of Curriculum and Instruction, North Carolina State University, Campus Box 7801, Poe Hall 602, Raleigh, NC 27695-7801, USA;(2) School of Education, Virginia Tech, Blacksburg, VA, USA |
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Abstract: | Authors since William James (1892/1968) have implied that the structure of the self-concept can influence motivation and outcomes in particular domains. The value
or importance an individual places on a domain influences how motivated that individual is to expend effort in that domain,
ultimately influencing the positivity or negativity of the outcomes in that domain (the outcomes then likewise influence the
valuing of that domain). Taking the example of identification with academics (selectively valuing an academic domain as central
to the self-concept), we review the importance of psychological centrality and present a theoretical model directly linking
the structure of the self to motivation and outcomes, something not explicitly discussed in the literature to date. Finally,
strategies are suggested for how to increase a student’s identification with academics, which this theoretical framework suggests
should lead to improved motivation to achieve in academics and improved outcomes for students. |
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Keywords: | |
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