Motivation and Identity: The Relations of Action and Development in Educational Contexts—An Introduction to the Special Issue

By Avi Kaplan, H. Flum. 2009

97 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1809e8bb2decf8c488f43cf526ecb00c561826bb

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In Applied Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

The motivational dimension of language teaching (2017, background): “Mainstream educational psychology has attributed an increasing role to the concepts of ‘self’ and ‘identity’ in motivating learners to put effort into academic study (Oyserman, Bybee & Terry 2006; Kaplan & Flum 2009).”
Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, background): “As noted earlier, some researchers have studied motivational aspects of the interface from the students’ perspective (Kaplan & Flum, 2009); others have looked at language, personal and cultural identity, and school attainment (e.g., Gee, 2001; Lee & Anderson, 2009); and still others are carving out…”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, background): “The literature in psychology and higher education has theorized (Eccles, 2009; Kaplan & Flum, 2009; La Guardia, 2009; McCaslin, 2009; Oyserman & Destin, 2010; Renninger, 2009; Roeser & Peck, 2009) and demonstrated (Hernandez, Schultz, Estrada, Woodcock, & Chance, 2013; Perez, Cromley, & Kaplan,…”
Why autonomy? Insights from motivation theory and research (2011, methodology): “In addition, while achievement motivation theories have focused primarily on proximal short-term outcomes of choice, engagement and performance, as Kaplan and Flum (2009) explain, by linking motivation with identity goals and identity formation we bring into focus more long-term developmental…”
Sixty Years of Language Motivation Research (2017, background): “(Kaplan & Flum, 2009, p. 73) Although long-term investigations require longitudinal designs, longitudinal studies are a minority in the language motivation literature (Sugita McEown et al., 2014).”
Language learning motivation, self and identity: current theoretical perspectives (2011, background): “It also mirrors a growing emphasis on identity-oriented (rather than achievement-oriented) theories of motivation in mainstream educational psychology (see special issue of Educational Psychologist , edited by Kaplan & Flum, 2009 ).”
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “Although researchers in educational psychology have now acknowledged the importance of the sense of self and identity to educational processes (see Kaplan & Flum, 2009, for a review), there remains a dearth of research linking these key constructs to culture.”