Identity-Based Motivation: Implications for Intervention

Autor/inn/en	Oyserman, Daphna; Destin, Mesmin
Titel	Identity-Based Motivation: Implications for Intervention
Quelle	In: Counseling Psychologist, 38 (2010) 7, S.1001-1043 (43 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-0000
DOI	10.1177/0011000010374775
Schlagwörter	Self Concept; Motivation; Models; Counseling Techniques; Social Structure; Cultural Influences; Social Influences; Sex; Race; Ethnicity; Context Effect; Metacognition; Readiness; At Risk Students; Counseling Psychology; Academic Aspiration; Educational Attainment; Intervention + Suchen Sie Ihr Suchwort? Selbstkonzept; psychologische; Motivation (psychologisch); Analogiemodell; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Sozialstruktur; Cultural influence; Kultureinfluss; Sozialer Einfluss; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Counselling psychology; Beratungspsychologie; Bildungsabschluss; Bildungsgut
Abstract	Children want to succeed academically and attend college but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment. We articulate the processes underlying these effects using an integrative culturally sensitive framework entitled "identity-based motivation" (IBM). The IBM model assumes that identities are dynamically constructed in context. People interpret situations and difficulties in ways that are congruent with currently active identities and prefer identity-congruent to identity-incongruent actions. When action feels identity congruent, experienced difficulty highlights that the behavior is important and meaningful. When action feels identity incongruent, the same difficulty suggests that the behavior is pointless and "not for people like me." (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10