If "We" Can Succeed, "I" Can Too: Identity-Based Motivation and Gender in the Classroom

Autor/inn/en	Elmore, Kristen C.; Oyserman, Daphna
Titel	If "We" Can Succeed, "I" Can Too: Identity-Based Motivation and Gender in the Classroom
Quelle	In: Contemporary Educational Psychology, 37 (2012) 3, S.176-185 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2011.05.003
Schlagwörter	Research Design; Females; Self Concept; Motivation; Identification (Psychology); Gender Differences; Learner Engagement; Prediction; Theories; Academic Achievement; Task Analysis; Context Effect; Control Groups + Suchen Sie Ihr Suchwort? Forschungsdesign; Weibliches Geschlecht; Selbstkonzept; psychologische; Motivation (psychologisch); Geschlechterkonflikt; Vorhersage; Theory; Theorie; Schulleistung; Aufgabenanalyse
Abstract	Gender matters in the classroom, but not in the way people may assume; girls are outperforming boys. Identity-based motivation (IBM) theory explains why: People prefer to act in ways that feel in-line with important social identities such as gender. If a behavior feels identity-congruent, difficulty is interpreted as meaning that the behavior is important, not impossible, but what feels identity-congruent is context-dependent. IBM implies that boys (and girls) scan the classroom for clues about how to be male (or female); school effort will feel worthwhile if successful engagement with school feels gender-congruent, not otherwise. A between-subjects experimental design tested this prediction, manipulating whether gender and success felt congruent, incongruent, or not linked (control). Students in the success is gender-congruent condition described more school-focused possible identities, rated their likely future academic and occupational success higher, and tried harder on an academic task (this latter effect was significant only for boys). (Contains 7 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10