Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

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Replication Analysis in Exploratory Factor Analysis: What it is and why it makes your analysis better (2012, background): “The SPQ is a scale of 13 questions designed to measure identification with academics (also called selective valuing or domain identification in the self-concept literature; (for a recent article on this concept, see Osborne & Jones, 2011) .”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “This, however, comes to the expense of lower ability in the stereotyped domain (see Osborne & Jones, 2011, for the positive relationship between academic domain identification and achievement).”
Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes. (2013, background): “A third possibility is that aspirations aside, they are actually no longer engaged or identified with school (Altschul, Oyserman, & Bybee, 2006; Dumais, 2002; Osborne & Jones, 2011; Oyserman, Kemmelmeier, Fryberg, & Brosh, 2003).”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “It is widely accepted that the self has important implications for motivation across different cultural settings (see Osborne & Jones, 2011, for an overview).”